Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 2 |
Descriptor
| Achievement Tests | 2 |
| Hierarchical Linear Modeling | 2 |
| Longitudinal Studies | 2 |
| Secondary School Students | 2 |
| Verbal Ability | 2 |
| Children | 1 |
| Cognitive Tests | 1 |
| Elementary School Students | 1 |
| Grade 5 | 1 |
| Grade 6 | 1 |
| Grade 7 | 1 |
| More ▼ | |
Author
| Ferrer, Emilio | 1 |
| Holahan, John M. | 1 |
| Kirsch, Irwin S. | 1 |
| Köller, Olaf | 1 |
| Marchione, Karen E. | 1 |
| Michaels, Reissa | 1 |
| Möller, Jens | 1 |
| Rock, Donald A. | 1 |
| Shaywitz, Bennett A. | 1 |
| Shaywitz, Sally E. | 1 |
| Yamamoto, Kentaro | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
| Elementary Education | 2 |
| Grade 5 | 1 |
| Grade 6 | 1 |
| Grade 7 | 1 |
| Grade 8 | 1 |
| Grade 9 | 1 |
| High Schools | 1 |
| Intermediate Grades | 1 |
| Junior High Schools | 1 |
| Middle Schools | 1 |
| Secondary Education | 1 |
| More ▼ | |
Audience
Location
| Connecticut | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Wechsler Intelligence Scale… | 1 |
| Woodcock Johnson Psycho… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkHolahan, John M.; Ferrer, Emilio; Shaywitz, Bennett A.; Rock, Donald A.; Kirsch, Irwin S.; Yamamoto, Kentaro; Michaels, Reissa; Marchione, Karen E.; Shaywitz, Sally E. – Journal of Psychoeducational Assessment, 2018
We systematically assessed the relationships between growth of four components of verbal ability--Information, Similarities, Vocabulary, and Comprehension subtests of the Wechsler Intelligence Scale-Revised--and longitudinal growth from Grades 1 to 9 of the Woodcock-Johnson Psycho-Educational Battery Passage Comprehension subtest while controlling…
Descriptors: Student Development, Reading Achievement, Reading Comprehension, Verbal Ability
Möller, Jens; Zimmermann, Friederike; Köller, Olaf – British Journal of Educational Psychology, 2014
Background: The reciprocal I/E model (RI/EM) combines the internal/external frame of reference model (I/EM) with the reciprocal effects model (REM). The RI/EM extends the I/EM longitudinally and the REM across domains. The model predicts that, within domains, mathematics and verbal achievement (VACH) and academic self-concept have positive effects…
Descriptors: Self Concept, Mathematics Achievement, Verbal Ability, Validity
