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Core Profile Types for the WISC-III and WIAT: Their Development and Application in Identifying Multivariate IQ-Achievement Discrepancies
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Core Profile Types for the WISC-III and WIAT: Their Development and Application in Identifying Multivariate IQ-Achievement Discrepancies (1994)Core Profile Types for the WISC-III and W…Wechsler Preschool and Primary Scale of Intelligence (2010)Wechsler Preschool and Primar…Aptitudes and Instructional Methods (2010)Aptitudes and Instructional M…An Evaluation of the Discrepancy Definition of Dyslexia (1992)An Evaluation of the Discrepa…How much does schooling influence general intelligence and its cognitive components? A reassessment of the evidence. (1991)How much does schooling influ…Discrepancy Definitions of Reading Disability: Has Intelligence Led Us Astray? 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(1985)Neuropsychology of learning d…Critical Measurement Issues in Learning Disabilities (1984)Critical Measurement Issues i…The Handbook of School Psychology (1982)The Handbook of School Psycho…THE CONCEPT OF SPECIFIC READING RETARDATION (1975)THE CONCEPT OF SPECIFIC READI…Inequality: A Reassessment of Effect of Family and Schooling in America (1973)Inequality: A Reassessment of…Educational Measurement (1952)Educational MeasurementPosition statement on pediatric sleep for psychiatrists. 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References

  • 1982The Handbook of School Psychology1,862 cited
  • 1952Educational Measurement1,502 cited
  • 1990Assessing Adolescent and Adult Intelligence1,102 cited
  • 1973Inequality: A Reassessment of Effect of Family and Schooling in America850 cited
  • 1991How much does schooling influence general intelligence and its cognitive components? A reassessment of the evidence.837 cited
  • 1989IQ Is Irrelevant to the Definition of Learning Disabilities617 cited
  • 1975THE CONCEPT OF SPECIFIC READING RETARDATION613 cited
  • 1991Discrepancy Definitions of Reading Disability: Has Intelligence Led Us Astray?471 cited
  • 1985Neuropsychology of learning disabilities: Essentials of subtype analysis.363 cited
  • 1992An Evaluation of the Discrepancy Definition of Dyslexia360 cited
  • 2010Wechsler Preschool and Primary Scale of Intelligence359 cited
  • 2010Aptitudes and Instructional Methods356 cited
  • 1984Critical Measurement Issues in Learning Disabilities348 cited
  • 1990Nonverbal Learning Disabilities: The Syndrome and the Model245 cited
  • 1987Syndrome of nonverbal learning disabilities: The final common pathway of white-matter disease/dysfunction?195 cited

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  • 1990Learning Disabilities Definitions and Criteria Used by State Education Departments184 cited
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    • 2014Position statement on pediatric sleep for psychiatrists.119 cited
    • 2008Nonsignificance of Sleep Relative to IQ and Neuropsychological Scores in Predicting Academic Achievement60 cited
    • 1996Cluster subtypes in the WISC-III standardization sample: Analysis of factor index scores.59 cited
    • 1997The Base Rate Problem and Its Consequences for Interpreting Children's Ability Profiles38 cited
    • 1997THE DEVELOPMENT AND APPLIED UTILITY OF A NORMATIVE APTITUDE–ACHIEVEMENT TAXONOMY FOR THE WOODCOCK-JOHNSON PSYCHO-EDUCATIONAL BATTERY-REVISED21 cited
    • 2005The WISC-IV and Neuropsychological Assessment20 cited
    • 2007Challenging the Assumptions About the Frequency and Coexistence of Learning Disability Types17 cited
    • 1999Exceptional LD Profile Types for the WISC-III and WIAT15 cited
    • 1999Cluster Subtypes in the Standardization Sample of the California Verbal Learning Test-Children's Version10 cited
    • 2008Wechsler Individual Achievement Test–Second Edition9 cited
    • 1998The Use of the WISC-III with Achievement Tests8 cited
    • 2006Empirically Derived Ability-Achievement Subtypes in a Clinical Sample7 cited
    • 1997The Problem with Grade and Age Equivalents: Wiat as a Case in Point6 cited
    • 2013An Exploration of Relations among the Wechsler Scales, the Woodcock-Johnson III Cognitive and Achievement Batteries, and Mental Health Measures in a Sample of College Students with Suspected Disabilities0 cited