The Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V; Wechsler 2014a) "Technical and Interpretation Manual" (Wechsler 2014b) dedicated only a single page to discussing the 10-subtest WISC-V primary battery across the entire 6 to 16 age range. Users are left to extrapolate the structure of the 10-subtest battery from the…

The purpose of this study was to investigate the effects of an augmentative and alternative communication (AAC) app with transition to literacy (T2L) software features (i.e., dynamic text and speech output upon selection of a graphic symbol within the grid display) on the acquisition of 12 personally relevant single words for individuals with…

The education of children with disabilities in the regular educational environment has long been an expectation of legislation in many countries. Yet some children with autism spectrum disorder (ASD) are educated outside regular classes. Despite the obvious importance that educational placement holds for any child, there is limited research on how…

Students with specific learning disabilities (SLDs) represent a large proportion of those receiving special education services in U.S. schools, but the relationship between student-level variables and SLD identification is still not well understood. The purpose of this study was to examine the extent to which data collected as part of a…

Research suggests that children with behavioural difficulties exhibit "positive illusory bias" (PIB), in which they overestimate their competencies leading to a perception of self that is more positive than the perceptions held by their peers, parents or teachers. However, research to date has focused on children of elementary school age…

In this article, we briefly describe the history of intelligence test use with children and youth in the Netherlands, explain which models of intelligence guide decisions about test use, and detail how intelligence tests are currently being used in Dutch school settings. Empirically supported and theoretical models studying the structure of human…

In this study, it was examined whether the WISC-R test scores of gifted children differ according to their area of special ability or not. The sample group of the study was selected from 5 different cities and was comprised of a total of 237 gifted children with 48,9% girls (n = 116) and 51,1% boys (n = 121). The class level of the children varies…

Working memory (WM) has long been associated with deficiencies in reading. Approximately 35% of students in the United States who receive special education services do so under the category of specific learning disability (SLD). The study's theoretical underpinning was Baddeley's model of WM; previous research revealed a significant literature gap…

Parents completed the Behavior Assessment System for Children, Second Edition: Parent Rating Scale (BASC2 PRS) while their children (94 boys, 61 girls; M = 11 years 11 months) were given tests. Evidence-based profiles of multiple test scores and history (emergence and persistence) were used to assign to groups without specific learning…

Oral language and word reading skills have important effects on reading comprehension. The Wechsler Individual Achievement Test-Third Edition (WIAT-III) measures both skill sets, but little is known about their specific effects on reading comprehension within this battery. Path analysis was used to evaluate the collective effects of reading and…

The Fullerton Longitudinal Study offers a unique opportunity to model the stability of intelligence and achievement and their relations from elementary through secondary school. Using latent variable modeling, we fit a cross-lagged panel model to examine the relations between intelligence and achievement in two academic domains: mathematics and…

This long-term longitudinal study addressed the theoretical underpinning of academic intrinsic motivation (AIM) from childhood through adolescence, to need for cognition (NFC) and educational attainment (EA) during adulthood. AIM was measured from 9 to 17 years old, NFC and EA at 29 years old, and IQ at 8 years old. Latent change and growth…

Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in Grades 4 through 9 (N = 103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n = 25), word reading and spelling…

This study examined associations between broad cognitive abilities (Fluid Reasoning [Gf], Short-Term Working Memory [Gwm], Long-Term Storage and Retrieval [Glr], Processing Speed [Gs], Comprehension-Knowledge [Gc], Visual Processing [Gv], and Auditory Processing [Ga]) and reading achievement (Basic Reading Skills, Reading Rate, Reading Fluency,…

The structural relations between the Cattell-Horn-Carroll abilities and reading achievement outcome variables across child and adolescent development were examined in the "Kaufman Assessment Battery for Children, Second Edition", and the "Kaufman Test of Educational Achievement, Second Edition", co-normed sample. We estimated…