Kevin McGrew | Academic Influence

Q: What Schools Are Affiliated With Kevin McGrew

Kevin McGrew is affiliated with the following schools: University of Minnesota, St. Cloud State University, Minnesota State University Moorhead

Why Is Kevin McGrew Influential?

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According to Wikipedia, Kevin S. McGrew is an American psychologist and intelligence researcher. He is the founder and director of the Institute for Applied Psychometrics, as well as a visiting professor of educational psychology at the University of Minnesota. He was formerly Professor of Applied Psychology at St. Cloud State University. He is a co-author of Batteries III and IV of the Woodcock–Johnson Tests of Cognitive Abilities. In 2016, he received the University of Minnesota College of Education and Human Development's Distinguished Alumni Award.

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Kevin McGrew's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

CHC theory and the human cognitive abilities project: Standing on the shoulders of the giants of psychometric intelligence research (2009) (1053)
Woodcock-Johnson tests of achievement. (2009) (494)
The Cattell-Horn-Carroll model of intelligence. (2012) (477)
The Cattell-Horn-Carroll Theory of Cognitive Abilities: Past, Present, and Future. (2005) (420)
The intelligence test desk reference (ITDR): Gf-Gc cross-battery assessment. (1998) (315)
Relations between measures of Cattell‐Horn‐Carroll (CHC) cognitive abilities and mathematics achievement across the school‐age years (2003) (277)
Analysis of the major intelligence batteries according to a proposed comprehensive Gf-Gc framework. (1997) (269)
The Relations Between Measures of Cattell-Horn-Carroll (CHC) Cognitive Abilities and Reading Achievement During Childhood and Adolescence (2002) (209)
The Wechsler Intelligence Scales and Gf-Gc Theory: A Contemporary Approach to Interpretation (1999) (198)
Cattell–Horn–Carroll cognitive‐achievement relations: What we have learned from the past 20 years of research (2010) (193)
Effects of general and broad cognitive abilities on mathematics achievement. (2008) (192)
Critical Issues in Response-To-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities Identification and Intervention: An Expert White Paper Consensus (2010) (177)
Are cognitive g and academic achievement g one and the same g? An exploration on the Woodcock–Johnson and Kaufman tests (2012) (168)
Beyond "g": The Impact of "Gf-Gc" Specific Cognitive Abilities Research on the Future Use and Interpretation of Intelligence Test Batteries in the Schools. (1997) (157)
The Relationship between the WJ-R Gf-Gc Cognitive Clusters and Mathematics Achievement across the Life-Span (1995) (98)
A cross-battery approach to assessing and interpreting cognitive abilities: Narrowing the gap between practice and cognitive science. (1997) (96)
Cattell-Horn-Carroll cognitive abilities and their effects on reading decoding skills: g has indirect effects, more specific abilities have direct effects. (2007) (83)
The contribution of general and specific cognitive abilities to reading achievement (2002) (82)
Introduction to the special issue: Current research in Cattell–Horn–Carroll–based assessment (2010) (82)
THE RELATIVE CONTRIBUTIONS OF THE CATTELL-HORN-CARROLL COGNITIVE ABILITIES IN EXPLAINING WRITING ACHIEVEMENT DURING CHILDHOOD AND ADOLESCENCE (2008) (70)
The General (g), Broad, and Narrow CHC Stratum Characteristics of the WJ III and WISC-III Tests: A Confirmatory Cross-Battery Investigation. (2005) (67)
A Confirmatory Factor Analysis of Cattell-Horn-Carroll Theory and Cross-Age Invariance of the Woodcock-Johnson Tests of Cognitive Abilities III. (2004) (66)
Clinical interpretation of the Woodcock-Johnson Tests of Cognitive Ability (1986) (64)
Interpreting Intelligence Tests from Contemporary Gf-Gc Theory: Joint Confirmatory Factor Analysis of the WJ-R and KAIT in a Non-White Sample (1998) (60)
Expectations for Students with Cognitive Disabilities: Is the Cup Half Empty or Half Full? Can the Cup Flow Over? (NCEO Synthesis Report) (2004) (55)
A confirmatory analysis of the factor structure and cross-age invariance of the Wechsler Adult Intelligence Scale-Third Edition. (2004) (54)
An Investigation of the Exclusion of Students With Disabilities in National Data Collection Programs (1993) (54)
The Relationship between the WJ-R Gf-Gc Cognitive Clusters and Writing Achievement across the Life-Span. (1993) (52)
The structure of adaptive behavior. (1996) (48)
Improvements in interval time tracking and effects on reading achievement (2007) (38)
Overview and Technical Supplement (2005) (38)
THE ROLE OF CATTELL–HORN–CARROLL (CHC) COGNITIVE ABILITIES IN PREDICTING WRITING ACHIEVEMENT DURING THE SCHOOL‐AGE YEARS (2016) (34)
A Review of Class-Based Theories of Student Resistance in Education (2011) (31)
The Factor Structure of Adaptive Behavior. (1989) (31)
Uniqueness and General Factor Characteristics of the Woodcock-Johnson Tests of Cognitive Ability-Revised (1995) (30)
Assessment Accommodations Research: Considerations for Design and Analysis. Technical Report 26. (2000) (30)
Why We Can't Say Much about Students with Disabilities during Education Reform (1998) (27)
Results of a national follow-up study of young adults with severe disabilities (1997) (27)
Defining Adaptive and Maladaptive Behavior within a Model of Personal Competence. (1990) (26)
The dependability of general-factor loadings: The effects of factor-extraction methods, test battery composition, test battery size, and their interactions (2009) (26)
Components of personal competence and community integration for persons with mental retardation in small residential programs. (1992) (26)
General and Specific Effects on Cattell–Horn–Carroll Broad Ability Composites: Analysis of the Woodcock–Johnson III Normative Update Cattell–Horn–Carroll Factor Clusters Across Development (2009) (25)
Revisiting the Relations Between the WJ-IV Measures of Cattell-Horn-Carroll (CHC) Cognitive Abilities and Reading Achievement During the School-Age Years (2017) (25)
The Dangers of Pipeline Thinking: How the School-To-Prison Pipeline Metaphor Squeezes Out Complexity (2016) (25)
Measuring the Perceived Degree of Parent Empowerment in Home-School Relationships through a Home-School Survey (1991) (24)
Structure of adaptive behavior in samples with and without mental retardation. (1988) (24)
Inclusion of Students with Disabilities in National and State Data Collection Programs (NCEO Synthesis Report) (1992) (23)
Interpretation of the Woodcock-Johnson III Tests of Cognitive Abilities: Acting on Evidence (2003) (23)
Inclusion of Students with Disabilities in National and State Data Collection Programs. Technical Report 2. (1992) (23)
Education’s Prisoners: Schooling, the Political Economy, and the Prison Industrial Complex (2007) (22)
Factor structure of maladaptive behavior across the lifespan of persons with mental retardation. (1991) (22)
Confirmatory factor analytic investigation of Greenspan's model of personal competence. (1996) (21)
Pieces of the Puzzle: Measuring the Personal Competence and Support Needs of Persons With Intellectual Disabilities (2002) (21)
Empirical analysis of multidimensional measures of community adjustment for young adults with mental retardation. (1992) (19)
A special validity study of the Woodcock-Johnson IV: Acting on evidence for specific abilities. (2016) (18)
The relationship between intra-cognitive scatter on the Woodcock-Johnson Psycho-Educational Battery-Revised and school achievement (1996) (17)
Community integration of young adults with mental retardation: a multivariate analysis of adjustment. (1993) (16)
Exploring the Relations between Cattell–Horn–Carroll (CHC) Cognitive Abilities and Mathematics Achievement (2017) (16)
A Confirmatory Factor Analysis of (2004) (16)
The Influences of Linguistic Demand and Cultural Loading on Cognitive Test Scores (2014) (16)
General Factor and Uniqueness Characteristics of the Kaufman Adolescent and Adult Intelligence Test (KAIT) (1996) (15)
The Woodcock–Johnson Tests of Cognitive Abilities III’s Cognitive Performance Model (2014) (15)
Factor Analysis of Community Adjustment Outcome Measures for Young Adults with Mild to Severe Disabilities (1994) (15)
A Review of Scales to Assess Family Needs (1992) (14)
The Science Behind Interactive Met ronome: An Integration of Brain Clock, Temporal Processing, Brain Network and Neurocognitiv e Research and Theory (2013) (14)
The Flynn Effect and Its Critics: Rusty Linchpins and “Lookin’ for g and Gf in Some of the Wrong Places” (2010) (14)
Comparison of the WISC-R and Woodcock-Johnson Tests of Cognitive Ability. (1983) (13)
Recommendations for Making Decisions About the Participation of Students with Disabilities in Statewide Assessment Programs (NCEO Synthesis Reports) (1994) (13)
Improvement in Academic Screening Instruments? A Concurrent Validity Investigation of the K-FAST, MBA, and WRAT-3 (1997) (13)
Exploratory Factor Analysis of the Woodcock-Johnson Tests of Cognitive Ability (1987) (12)
Quantifying the “Degree of Linguistic Demand” in Spoken Intelligence Test Directions (2011) (12)
The calculation of new and improved WISC‐III subtest reliability, uniqueness, and general factor characteristic information through the use of data smoothing procedures (1997) (11)
Use of the Woodcock-Johnson-Revised Writing Tests with Students with Learning Disabilities (1991) (11)
THE IDENTIFICATION OF INDIVIDUALS WITH DISABILITIES IN NATIONAL DATABASES: CREATING A FAILURE TO COMMUNICATE (1995) (11)
Effects of Improvements in Interval Timing on the Mathematics Achievement of Elementary School Students (2015) (10)
General fluid/inductive reasoning battery for a high-ability population (2018) (10)
Refining a Multidimensional Model of Community Adjustment Through an Analysis of Postschool Follow-Up Data (2000) (10)
Prediction of future achievement by the Woodcock-Johnson Psycho-Educational Battery and the WISC-R (1988) (10)
Making Decisions About the Inclusion of Students with Disabilities in Large-Scale Assessments (NCEO Synthesis Reports) (1994) (9)
Normative-Based Guides for Subtest Profile Interpretation of the Woodcock-Johnson Tests of Cognitive Ability (1984) (9)
Unmasking Subtle and Concealed Aspects of Parent Involvement: Perspectives from African-American Parents in the Urban South. (2007) (9)
Confirmatory factor analysis of early childhood ability measures within a model of personal competence (1992) (9)
Investigation of the Verbal/Nonverbal Structure of the Woodcock-Johnson: Implications for Subtest Interpretation and Comparisons with the Wechsler Scales (1985) (9)
A note on the use of earning functions and human capital theory in assessing special education (1989) (8)
Validity Studies Confirmatory Factor Analysis of the K-ABC with Gifted Referrals (1997) (7)
A Review of the Differential Predictive Validity of the Woodcock-Johnson Scholastic Aptitude Clusters (1986) (7)
A Multivariate Analysis of the Wechsler/Woodcock-Johnson Discrepancy Controversy (1987) (7)
On Being Holier-Than-Thou: A Critique of Curry Malott"s "Pseudo- Marxism and the Reformist Retreat from Revolution" (2011) (6)
Exploring the Structure of Adaptive Behavior: Project Report Number 87-1. (1987) (6)
Increasing the chances of no child being left behind: Beyond cognitive and achievement abilities (2005) (6)
General and Specific Effects on Cattell–Horn–Carroll Broad Ability Composites: Analysis of the Woodcock–Johnson III Normative Update Cattell–Horn–Carroll Factor Clusters Across Development (2009) (6)
Secondary Analysis of State Assessment Data: Why We Can't Say Much about Students with Disabilities. Technical Report 10. (1994) (6)
Why We Can't Say Much About the Status of Students with Disabilities During Education Reform (NCEO Synthesis Reports) (1995) (5)
Process Overlap Theory is a Milestone Achievement Among Intelligence Theories (2019) (5)
The Cognitive-Affective-Motivation Model of Learning (CAMML): Standing on the Shoulders of Giants (2021) (4)
Response to Mathias and Nettelbeck on the structure of competence: need for theory-based methods to test theory-based questions. (1996) (4)
Implications of 20 Years of CHC Cognitive-Achievement Research : Back to the Future and Beyond CHC (2012) (4)
Is the Intellectual Functioning Component of AAIDD's 12th Manual Satisficing? (2021) (3)
Running head: CHC ABILITIES AND READING Revisiting the Relationships Between Broad Cattell-Horn-Carroll (CHC) Cognitive Abilities and Reading Achievement During the School-Age Years (2016) (3)
Theories and measurement of intelligence. (2021) (3)
An Analysis of the Influence of the Quantitative Concepts Subtest in the Woodcock-Johnson Scholastic Aptitude Clusters (1984) (3)
A Psychometric Network Analysis of CHC Intelligence Measures: Implications for Research, Theory, and Interpretation of Broad CHC Scores “Beyond g” (2023) (3)
The Development and Investigation of a Graphic Scoring System for Obtaining Derived Scores for the WJ-R and Other Tests (1994) (3)
Running head: CHC ABILITIES AND READING Revisiting the Relationships Between Broad Cattell-Horn-Carroll (CHC) Cognitive Abilities and Reading Achievement During the School-Age Years (2016) (3)
Linguistic Influences on Cognitive Test Performance: Examinee Characteristics Are More Important than Test Characteristics (2022) (2)
The Identification of People With Disabilities in National Databases: A Failure to Communicate (NCEO Synthesis Report) (1993) (2)
Matching Information in National Data Collection Programs to a Model of School Completion Outcomes and Indicators (NCEO Synthesis Report) (1994) (2)
General fluid/inductive reasoning battery for a high-ability population (2018) (1)
The Identification of People with Disabilities in National Databases: A Failure to Communicate. Technical Report 6. (1993) (1)
FISC Individualized Family-Centered Planning Process. (1990) (1)
Challenging bigotry in the Freirean classroom (2020) (1)
Matching Information in National Data Collection Programs to a Model of School Completion Outcomes and Indicators. Technical Report 7. (1994) (1)
To bravely speak: an essay review of Jean Anyon's Marx and Education (2011) (1)
Refining a model of community adjustment through an analysis of postschool follow-up data (2000) (1)
Carroll’s Three-Stratum (3S) Cognitive Ability Theory at 30 Years: Impact, 3S-CHC Theory Clarification, Structural Replication, and Cognitive–Achievement Psychometric Network Analysis Extension (2023) (1)
Cognitive and Achievement Differences Between Students with Divergent Reading and Oral Comprehension Skills: Implications for Accessible Reading Assessment Research (2010) (1)
APPLIED PSYCHOMETRICS 101: THE FLYNN EFFECT SERIES (2009) (1)
And Others TITLE Community Integration of Young Adults with Mental Retardation : A Multivetriate Analysis of Adjustment (2007) (0)
The WJ IVTM Gf-Gc Composite and Its Use in the Identification of Specific Learning Disabilities (2015) (0)
National Outcome Data Collection Programs: How They Can Be Used at the Local Level. (1995) (0)
CSSLibraryGuides: Mango!: Get Started! (2014) (0)
Erratum (1987) (0)
Woodcock‐Muñoz Foundation (2014) (0)
McGrew the Wrong Places ' ' The Flynn Effect and Its Critics : Rusty Linchpins and ' ' Lookin ' for g and Gf in Some of (2010) (0)
A PPLIED P SYCHOMETRICS 101 : # 5 : The Standard Error of Measurement ( SEM ) : An Explanation and Facts for “ Fact Finders ” in Atkins MR / ID death penalty proceedings (2009) (0)
Using the Woodcock-Johnson III Tests of Achievement with the WISC-III and WAIS-III to Determine a Specific Learning Disability (2003) (0)
The Wechsler-like IQ subtest scaled score metric : The potential for misuse , misinterpretation and impact on critical life decisions---draft report in search of feedback (2010) (0)
Letters to the Editor (1989) (0)
CSSLibraryGuides: Mango!: Specialty Courses (2014) (0)
Woodcock‐Muãoz Foundation (2008) (0)
Disability Summary Analyses of Select National Data Collection Programs. Technical Report 11. (1995) (0)
NCEO Core Staff (1995) (0)
Matching Information in National Data Collection Programs to a Model of Post-School Outcomes and Indicators (NCEO Synthesis Report) (1995) (0)
CSSLibraryGuides: Information Literacy Assessment Project: Home (2015) (0)
Disability Summary Analyses of Select National Data Collection Programs (NCEO Synthesis Report) (1995) (0)
State Practices in the Assessment of Outcomes for Students with Disabilities (NCEO Synthesis Report) (1991) (0)
Matching Information in National Data Collection Programs to a Model of Post-School Outcomes and Indicators. Technical Report 17. (1995) (0)
Research Byte: Educational neuroscience questioned (2016) (0)
Secondary Analysis of State Assessment Data: Why We Can't Say Much About Students with Disabilities (NCEO Synthesis Report) (1994) (0)
CSSLibraryGuides: Gaming in the Library: Abstract Games (2011) (0)
What Is the Relation Between Cognitive G and Academic Achievement G?: (624692010-001) (2010) (0)

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Other Resources About Kevin McGrew

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What Schools Are Affiliated With Kevin McGrew?

Kevin McGrew is affiliated with the following schools: