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Effects of general and specific abilities on student achievement: Similarities and differences across ethnic groups.
16 references·9 citing·31 second hop
Effects of general and specific abilities on student achievement: Similarities and differences across ethnic groups. (1999)Effects of general and specific abilities…Human cognitive abilities a survey of factor-analytic studies (2004)Human cognitive abilities a s…Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)Cutoff criteria for fit index…Structural Equation Modeling: Concepts, Issues, and Applications (1997)Structural Equation Modeling:…Human cognitive capabilities: Gf-Gc theory. (1997)Human cognitive capabilities:…Contemporary intellectual assessment: theories, tests, and issues (1997)Contemporary intellectual ass…Writing about structural equation models. (1995)Writing about structural equa…Testing Structural Equation Models. (1995)Testing Structural Equation M…The Bell Curve (1994)The Bell CurveGeneral and Specific Abilities as Predictors of School Achievement (1993)General and Specific Abilitie…Alternative Ways of Assessing Model Fit (1992)Alternative Ways of Assessing…Latent variable models: An introduction to factor, path, and structural analysis (1987)Latent variable models: An in…Frames of Mind: The Theory of Multiple Intelligences (1984)Frames of Mind: The Theory of…The Handbook of School Psychology (1982)The Handbook of School Psycho…Intelligent testing with the WISC-R (1979)Intelligent testing with the …Correlation and causality (1979)Correlation and causalityToward a theory of automatic information processing in reading (1974)Toward a theory of automatic …A Psychometric Network Analysis of CHC Intelligence Measures: Implications for Research, Theory, and Interpretation of Broad CHC Scores “Beyond g” (2023)A Psychometric Network Analys…Effects of cognitive abilities on child and youth academic achievement: Evidence from the WISC-V and WIAT-III (2018)Effects of cognitive abilitie…A cross-battery, reference variable, confirmatory factor analytic investigation of the CHC taxonomy (2013)A cross-battery, reference va…An explanation of reading comprehension across development using models from Cattell–Horn–Carroll theory: Support for integrative models of reading (2012)An explanation of reading com…A dynamic developmental link between verbal comprehension-knowledge (Gc) and reading comprehension: Verbal comprehension-knowledge drives positive change in reading comprehension (2012)A dynamic developmental link …Mental abilities and school achievement: A test of a mediation hypothesis (2011)Mental abilities and school a…Identifying Academically Talented Students: Some General Principles, Two Specific Procedures (2009)Identifying Academically Tale…Construct Validity of the WISC-III for White and Black Students from the WISC-III Standardization Sample and for Black Students Referred for Psychological Evaluation (2001)Construct Validity of the WIS…Wechsler-based CHC cross-battery assessment and reading achievement: Strengthening the validity of interpretations drawn from Wechsler test scores. 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this work references cited by second hop

References

  • 1999Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives108,592 cited
  • 1992Alternative Ways of Assessing Model Fit27,192 cited
  • 1984Frames of Mind: The Theory of Multiple Intelligences13,636 cited
  • 1995Testing Structural Equation Models.8,211 cited
  • 1997Structural Equation Modeling: Concepts, Issues, and Applications4,061 cited
  • 1974Toward a theory of automatic information processing in reading3,838 cited
  • 2004Human cognitive abilities a survey of factor-analytic studies3,393 cited
  • 1987Latent variable models: An introduction to factor, path, and structural analysis2,114 cited
  • 1982The Handbook of School Psychology1,862 cited
  • 1995Writing about structural equation models.1,708 cited
  • 1979Correlation and causality1,449 cited
  • 1994The Bell Curve1,375 cited
  • 1997Contemporary intellectual assessment: theories, tests, and issues1,233 cited
  • 1979Intelligent testing with the WISC-R1,208 cited
  • 1993General and Specific Abilities as Predictors of School Achievement488 cited
  • 1997Human cognitive capabilities: Gf-Gc theory.

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376 cited

Cited by

  • 2013A cross-battery, reference variable, confirmatory factor analytic investigation of the CHC taxonomy74 cited
  • 2011Mental abilities and school achievement: A test of a mediation hypothesis63 cited
  • 2000Wechsler-based CHC cross-battery assessment and reading achievement: Strengthening the validity of interpretations drawn from Wechsler test scores.61 cited
  • 2009Identifying Academically Talented Students: Some General Principles, Two Specific Procedures51 cited
  • 2023A Psychometric Network Analysis of CHC Intelligence Measures: Implications for Research, Theory, and Interpretation of Broad CHC Scores “Beyond g”50 cited
  • 2018Effects of cognitive abilities on child and youth academic achievement: Evidence from the WISC-V and WIAT-III50 cited
  • 2012A dynamic developmental link between verbal comprehension-knowledge (Gc) and reading comprehension: Verbal comprehension-knowledge drives positive change in reading comprehension49 cited
  • 2001Construct Validity of the WISC-III for White and Black Students from the WISC-III Standardization Sample and for Black Students Referred for Psychological Evaluation41 cited
  • 2012An explanation of reading comprehension across development using models from Cattell–Horn–Carroll theory: Support for integrative models of reading39 cited