Woodcock-Johnson III Tests of Achievement.

By N. Mather, Barbara J. Wendling. 2009

1,795 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/735e5de8c02b41b5b750b09eddea4200c21200c2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Lynn S. Fuchs
2. Douglas Fuchs
3. K. McGrew
4. Robert C. Pianta
5. Kathleen Lynne Lane
6. Randy G. Floyd
7. Y. Kim
8. Sally M. Barton-Arwood

In Education

1. Robert C. Pianta
2. B. Hamre
3. Jason T. Downer
4. Margaret R. Burchinal
5. S. Rimm-Kaufman
6. Andrew J. Mashburn
7. Timothy W. Curby
8. Jennifer LoCasale-Crouch

In Management Science and Operations Research

1. Wen Luo
2. S. Rimm-Kaufman
3. Sally M. Barton-Arwood
4. Sally Howell
5. Coral Kemp
6. Lynn S. Fuchs
7. Oi-man Kwok
8. Margaret R. Burchinal

Citations in the corpus

• Why the Simple View of Reading Is Not Simplistic: Unpacking Component Skills of Reading Using a Direct and Indirect Effect Model of Reading (DIER) (2017, methodology): “Reading ComprehensionListening Comprehension Word Reading TNL OWLS EXP .80 .60 .72 WJ-III WIAT .87 .62 SWE B .91 .83 .80 .76 WJ-III SWE A .23 .13 .45 .74 .12 .39 .26.12 .33 .30 .39 .30 .46 .43 .16 .22 .39 .52 .41 .43 .24 .35 .31 Inference Theory of Mind Comp Monitor Vocabulary Grammar Working Memory”
• The Development of Cognitive Skills and Gains in Academic School Readiness for Children from Low-Income Families (2010, methodology): “The Letter–Word Identification and Story Recall subtests from the Woodcock–Johnson III Tests of Achievement (Woodcock, McGrew, & Mather, 2001) provided nationally normed and standardized scores reflecting children's decoding skills and memory for story content.”
• The Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social Competence (2009, methodology): “The Woodcock–Johnson III Tests of Achievement (WJ-III; Woodcock, McGrew, & Mather, 2001 ) are well-established measures of academic achievement.”
• Home Numeracy Environments of Preschoolers: Examining Relations Among Mathematical Activities, Parent Mathematical Beliefs, and Early Mathematical Skills (2015, background): “…standardized assessments or subtests of these assessments (i.e., TEMA-2 [Ginsburg & Baroody, 1990]; Quantitative Concepts subtest of the WJ-III [Woodcock et al., 2001]; KeyMath-3 [Connolly, 2007]), child performance measures across studies have varied, which may account for differences in…”
• Problem Solving and Computational Skill: Are They Shared or Distinct Aspects of Mathematical Cognition? (2008, methodology): “Standard scores on the Woodcock–Johnson III Tests of Achievement (WJ-III; Woodcock, McGrew, & Mather, 2001) Applied Problems averaged 102.”