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School Psychology Review Volume 26, 1997 - Issue 2
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MINI-SERIES COMMENTARIES

Utility of Individual Ability Measures and Public Policy Choices for the 21st Century

Daniel J. ReschlyIowa State UniversityCorrespondence[email protected]
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Pages 234-241 | Published online: 22 Dec 2019

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Steven A. Hecht & Daryl B. Greenfield. (2001) Comparing the Predictive Validity of First Grade Teacher Ratings and Reading-Related Tests on Third Grade Levels of Reading Skills in Young Children Exposed to Poverty. School Psychology Review 30:1, pages 50-69.
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Thomas R. Kratochwill & Karen Callan Stoiber. (2000) Uncovering Critical Research Agendas for School Psychology: Conceptual Dimensions and Future Directions. School Psychology Review 29:4, pages 591-603.
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Vincent C. Alfonso, Regina LaRocca, Thomas D. Oakland & Alexandra Spanakos. (2000) The Course on Individual Cognitive Assessment. School Psychology Review 29:1, pages 52-64.
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Articles from other publishers (13)

Robert Burden & William Taylor. (2013) Applying educational psychology in a changing World: Some lessons from Mongolia. School Psychology International 35:4, pages 341-356.
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John D. Wasserman & Bruce A. Bracken. 2012. Handbook of Psychology, Second Edition. Handbook of Psychology, Second Edition.
Jocelyn H. Newton & Kevin S. McGrew. (2010) Introduction to the special issue: Current research in Cattell–Horn–Carroll–based assessment. Psychology in the Schools 47:7, pages 621-634.
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Greg R. Machek & Jason M. Nelson. (2010) School psychologists' perceptions regarding the practice of identifying reading disabilities: Cognitive assessment and response to intervention considerations. Psychology in the Schools 47:3, pages 230-245.
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Jeffery P. Braden & Steven R. Shaw. (2008) Intervention Validity of Cognitive Assessment. Assessment for Effective Intervention 34:2, pages 106-115.
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Greg R. Machek & Jason M. Nelson. (2007) How Should Reading Disabilities Be Operationalized? A Survey of Practicing School Psychologists. Learning Disabilities Research & Practice 22:2, pages 147-157.
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Robert M. KlassenPaul Neufeld & Fiona Munro. (2016) When IQ is Irrelevant to the Definition of Learning Disabilities. School Psychology International 26:3, pages 297-316.
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Hyeon-Joo Oh, Joseph J. Glutting, Marley W. Watkins, Eric A. Youngstrom & Paul A. McDermott. (2016) Correct Interpretation of Latent Versus Observed Abilities. The Journal of Special Education 38:3, pages 159-173.
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John D. Wasserman & Bruce A. Bracken. 2003. Handbook of Psychology. Handbook of Psychology 43 66 .
Daniel J. Reschly. 2003. Handbook of Psychology. Handbook of Psychology 429 453 .
Jeffery P. Braden & Vincent C. Alfonso. 2003. WJ III Clinical Use and Interpretation. WJ III Clinical Use and Interpretation 377 401 .
Randy Granville Floyd, Renee B. Shaver & Kevin S. McGrew. 2003. WJ III Clinical Use and Interpretation. WJ III Clinical Use and Interpretation 1 46 .
Marley W. WatkinsJoseph C. Kush & Barbara A. Schaefer. (2016) Diagnostic Utility of the Learning Disability Index. Journal of Learning Disabilities 35:2, pages 98-103.
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