Re(Examining) Relations between CHC Broad and Narrow Cognitive Abilities and Reading Achievement

McGill, Ryan J.

doi:10.5539/jedp.v7n1p265

Cited by 5 publications

(1 citation statement)

References 64 publications

(83 reference statements)

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“…Although the present results suggest that the WJ IV has many laudable features, researchers and practitioners are encouraged to understand more fully the implications of the evidence offered by this study when interpreting the WJ IV CHC-related indices, and when engaging in complex diagnostic procedures such as XBA and PSW via the WJ IV (i.e., Kranzler et al, 2016;McGill, 2015McGill, , 2017McGill & Busse, 2015, 2017.…”

Section: Conclusion and Implications For Practicementioning

confidence: 82%

Hierarchical exploratory factor analyses of the Woodcock-Johnson IV Full Test Battery: Implications for CHC application in school psychology.

Dombrowski¹,

McGill²,

Canivez³

2018

School Psychology Quarterly

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The Woodcock-Johnson (fourth edition; WJ IV; Schrank, McGrew, & Mather, 2014a) was recently redeveloped and retains its linkage to Cattell-Horn-Carroll theory (CHC). Independent reviews (e.g., Canivez, 2017) and investigations (Dombrowski, McGill, & Canivez, 2017) of the structure of the WJ IV full test battery and WJ IV Cognitive have suggested the need for additional factor analytic exploration. Accordingly, the present study used principal axis factoring (PAF) followed by the Schmid and Leiman (SL; Schmid & Leiman, 1957) procedure with the 2 school-aged correlation matrices from the normative sample to determine the degree to which the WJ IV total battery structure could be replicated. Although 7 factors emerged across the 9 to 19 age range, the pattern of subtests loadings did not fully cohere with the structure presented in the Technical Manual, most notably for the academic fluency subtests. Also, the Fluid Reasoning (Gf) and Quantitative Reasoning (Gq) subtests coalesced to form a combined factor rather than 2 separate factors and the Long Term Retrieval (Gltr) subtests aligned with a variety of different factors. The results of this study indicated that the general intelligence factor variance far exceeded the variance attributed to the lower-order CHC factors. The combination of subtest migration and nominal total/common variance of the CHC lower-order factors suggests caution when interpreting the myriad CHC-related indices when making high stakes decisions. Implications for clinical practice are discussed. (PsycINFO Database Record

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Section: Conclusion and Implications For Practicementioning

confidence: 82%

Hierarchical exploratory factor analyses of the Woodcock-Johnson IV Full Test Battery: Implications for CHC application in school psychology.

Dombrowski¹,

McGill²,

Canivez³

2018

School Psychology Quarterly

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Revisiting Carroll’s survey of factor-analytic studies: Implications for the clinical assessment of intelligence.

Benson¹,

Beaujean²,

McGill³

et al. 2018

Psychological Assessment

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[Correction Notice: An Erratum for this article was reported in Vol 30(8) of (see record 2018-37729-003). In the article "Revisiting Carroll's Survey of Factor-Analytic Studies: Implications for the Clinical Assessment of Intelligence," by Nicholas F. Benson, A. Alexander Beaujean, Ryan J. McGill, and Stefan C. Dombrowski (, Advance online publication, May 24, 2018, http://dx.doi.org/10.1037/pas0000556), the majority of values in the ωH and ωHS columns of Table 4 were incorrect and have been amended. These revisions required text in the fourth paragraph of the Results section to be changed from "Moreover, the ωHS value for is relatively high and very close to the and ωH values for g" to "Moreover, the ωHS values for and are relatively high, exceeding the ω and ωH values for g." All versions of this article have been corrected.] John Carroll's three-stratum theory (and the decades of research behind its development) is foundational to the contemporary practice of intellectual assessment. The present study addresses some limitations of Carroll's work: specification, reproducibility with more modern methods, and interpretive relevance. We reanalyzed select data sets from Carroll's survey of factor analytic studies using confirmatory factor analysis as well as modern indices of interpretive relevance. For the majority of data sets, we found that Carroll likely extracted too many factors representing Stratum II abilities. Moreover, almost all factors representing Stratum II abilities had little-to-no interpretive relevance above and beyond that of general intelligence. We conclude by discussing the implications of this research with respect to the interpretive relevance and clinical utility of scores reflecting cognitive abilities at all strata of the three-stratum theory and offer some directions for future research. (PsycINFO Database Record

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Critically Reflecting on the Origins, Evolution, and Impact of the Cattell-Horn-Carroll (CHC) Model

McGill

Dombrowski

2019

Applied Measurement in Education

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Re(Examining) Relations between CHC Broad and Narrow Cognitive Abilities and Reading Achievement

Cited by 5 publications

References 64 publications

Hierarchical exploratory factor analyses of the Woodcock-Johnson IV Full Test Battery: Implications for CHC application in school psychology.

Hierarchical exploratory factor analyses of the Woodcock-Johnson IV Full Test Battery: Implications for CHC application in school psychology.

Revisiting Carroll’s survey of factor-analytic studies: Implications for the clinical assessment of intelligence.

Critically Reflecting on the Origins, Evolution, and Impact of the Cattell-Horn-Carroll (CHC) Model

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