Floyd, Randy G.

Test use and assessment practices of school psychologists in the United States: Findings from the 2017 National Survey

Benson, N. F., Floyd, R. G., Kranzler, J. H., Eckert, T. L., Fefer, S. A., & Morgan, G. B. (2019) · Journal of School Psychology

Educational and Psychological AssessmentsPsychological Testing and Assessment

Cited by 202

Cattell-Horn-Carroll cognitive abilities and their effects on reading decoding skills: g has indirect effects, more specific abilities have direct effects.

Floyd, R. G., Keith, T. Z., Taub, G. E., & McGrew, K. S. (2007) · School Psychology Quarterly

Cognitive Abilities and TestingReading and Literacy Development

Cited by 92

How do executive functions fit with the Cattell–Horn–Carroll model? Some evidence from a joint factor analysis of the Delis–Kaplan Executive Function System and the Woodcock–Johnson III tests of cognitive abilities

Floyd, R. G., Bergeron, R., Hamilton, G., & Parra, G. R. (2010) · Psychology in the Schools

Cognitive Abilities and TestingDevelopmental and Educational Neuropsychology

Cited by 66

Using estimated factor scores from a bifactor analysis to examine the unique effects of the latent variables measured by the WAIS-IV on academic achievement.

Kranzler, J. H., Benson, N., & Floyd, R. G. (2015) · Psychological Assessment

Cognitive Abilities and TestingPsychometric Methodologies and Testing

Cited by 39

What does the Developmental Neuropsychological Assessment–II (NEPSY-II) measure in children ages 7 to 12? A structural and psychometric analysis

Singh, L. J., Floyd, R. G., Reynolds, M. R., Pike, N. M., & Huenergarde, M. C. (2025) · Child Neuropsychology

Developmental and Educational NeuropsychologyPsychological Testing and Assessment

Cited by 4