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• 1997Beyondg:The Impact ofGf-GcSpecific Cognitive Abilities Research on the Future Use and Interpretation of Intelligence Tests in the Schools146 cited
• 2005Variables affecting the clarity of psychological reports91 cited
• 1999Effects of general and specific abilities on student achievement: Similarities and differences across ethnic groups.88 cited
• 2002The contribution of general and specific cognitive abilities to reading achievement83 cited
• 1997Incremental efficacy of WISC-III factor scores in predicting achievement: What do they tell us?76 cited
• 1997Myth of the master detective: Reliability of interpretations for Kaufman's "intelligent testing" approach to the WISC–III.66 cited
• 2000Wechsler-based CHC cross-battery assessment and reading achievement: Strengthening the validity of interpretations drawn from Wechsler test scores.61 cited
• 2000Incremental validity of WISC-III profile elevation, scatter, and shape information for predicting reading and math achievement.60 cited
• 2001Differential Item Functioning in the Wisc-III: Item Parameters for Boys and Girls in the National Standardization Sample56 cited
• 1997Informing Stylistic Learning Behavior, Disposition, and Achievement Through Ability Subtests — Or, More Illusions of Meaning?52 cited
• 2012Intellectual Assessment of Deaf People: A Critical Review of Core Concepts and Issues51 cited
• 1997Treatment Utility of Assessment: Myths and Realities48 cited