Research Byte: Using Decoding Measures to Identify #ReadingDifficulties: A #Metaanalysis on English as a First Language Learners and English Language Learners #ELL #EL1

Using Decoding Measures to Identify Reading Difficulties: A Meta-analysis on English as a First Language Learners and English Language Learners

Click here to view at Journal of Educational Psychology

Students with or at risk of reading difficulties (RD) benefit from accurate early identification and intervention. Previous research has employed various decoding measures to screen students for RD, but the criteria for identification have been inconsistent. Assessing students with RD is especially challenging in English Language Learners (ELLs), as vocabulary deficits can impact decoding. Additionally, few research syntheses have examined whether researchers use different measures to screen ELLs and EL1s for RD, and whether these differences result in distinct decoding profiles between ELLs with RD and EL1s with RD. To address these gaps, this study uses a meta-analysis to examine the decoding measures used in RD assessments and whether outcomes differ for ELLs and EL1s. The findings show that real word reading assessments identify students with more pronounced decoding deficits than nonword reading assessments. Despite the use of different RD screening measures for ELLs and EL1s, the gap between ELLs with and without RD was similar to that between EL1s with and without RD. These results suggest that real word-reliant measures, which are influenced by word knowledge, provide a more comprehensive assessment of RD than nonword-reliant measures for both ELLs and EL1s. We encourage future researchers to use consistent decoding measures when screening RD in both populations, to maximize comparability of findings.

Quote2note: Merton on #faith #institutions #science and healthy #skepticism

Most institutions demand unqualified faith; but the institution of science makes skepticism a virtue. 

    • Robert K. Merton, Social Theory and Social Structure (1962)

Research Byte: Individual differences in #workingmemory (Gwm) and #attentionalcontrol (#AC) continue to predict memory #Gl) performance despite extensive learning—#CHC #schoolpsychology

Individual differences in working memory and attentional control continue to predict memory performance despite extensive learning.

Zhao, C., & Vogel, E. K. (2025). Individual differences in working memory and attentional control continue to predict memory performance despite extensive learning. Journal of Experimental Psychology: General. Advance online publication. https://doi.org/10.1037/xge0001728

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Abstract

Individual differences in working memory predict a wide range of cognitive abilities. However, little research has been done on whether working memory continues to predict task performance after repetitive learning. Here, we tested whether working memory ability continued to predict long-term memory (LTM) performance for picture sequences even after participants showed massive learning. In Experiments 1–3, subjects performed a source memory task in which they were presented a sequence of 30 objects shown in one of four quadrants and then were tested on each item’s position. We repeated this procedure for five times in Experiment 1 and 12 times in Experiments 2 and 3. Interestingly, we discovered that individual differences in working memory continually predicted LTM accuracy across all repetitions. In Experiment 4, we replicated the stable working memory demands with word pairs. In Experiment 5, we generalized the stable working memory demands model to attentional control abilities. Together, these results suggest that people, instead of relying less on working memory, optimized their working memory and attentional control throughout learning. 

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Impact Statement

Working memory ability predicts various cognitive abilities. However, whether its predictive power remains after participants repetitively study the test materials remains unknown. Here, in five experiments with visual and verbal materials, we found that individual differences in working memory and attentional control (WMAC) constantly predicted people’s memory performance even after extensive training of the same materials. Our results provided a new understanding of WMAC, in that learning may better tune participants’ attention and working memory toward task demands, instead of eliminating the reliance on attentional control in performing tasks.

Research Byte: Diagnostic Criteria for Children with #Nonverbal #LearningDisability (#NVLD) based on #CHC theory - #schoolpsychology #schoolpsychologists #SLD #SPED #CHC

A Study on the Characteristics and Diagnostic Criteria of Children with Nonverbal Learning Disability(NVLD) based on CHC Theory

This was published in the Korean Learning Disbility Association publication.  I have no direct access to this publication.  The link his here.  The generalization to other populations (e.g., US) is unknown.

Abstract

Research has been conducted on the existence and characteristics of nonverbal learning disabilities(NVLD) over the past decades. However, consensus on whether they belong to learning disabilities has not been reached. Also, their characteristics and diagnostic criteria has not yet been clarified. In order to solve these blind spots related to NVLD, cognitive characteristics were explored based on CHC intelligence theory, and structure of WISC test was analyzed to explore what subtests can be used to diagnose NVLD. The results of this study are as follows: First, it was confirmed that NVLD has deficits in Gv(visual processing), Gf(fluid reasoning), and Gs(processing speed), in contrast to strengths in Gc(crystallized intelligence) in the CHC theory. Second, according to the structural analysis of the WISC test, it was confirmed that subtests in the area of Verbal Comprehension Index(VCI), Visual Spatial Index(VSI), Fluid Reasoning Index(FRI), and Processing Speed Index(PSI) can be used to diagnose NVLD. By the result of this study, diagnosis and identification method for NVLD, applying new terms for the disability, and directions for subsequent studies were discussed. 

Quote2note: On the scientific mind - right questions vs right answers

The scientific mind does not so much provide the right answers as ask the right questions. 

        • Claude Levi-Strauss, The Raw and the Cooked (1964)

Research Byte: Stability of early #numbersense competencies for predicting #math difficulties —#CHC #coreknowledgesystems #schoolpsychology #schoolpsychologists #cognitive #Gq #math #SLD

Stability of early number sense competencies for predicting mathematics difficulties

Learning and Individual Differences (2025).  Click here to go to journal page with author, etc. info.

It is my current working hypothesis that measures of number sense (and other Gq abilities such as magnitude recognition) may measure what developmental cognitive psychologists consider part of a quantitative “core knowledge system”.  Click here for access to an excellent article that discusses all core knowledge systems.  Perhaps these are fundamental cognitive mechanisms that lie beneath the narrow ability stratum in the CHC model of human cognitive abilities.

Abstract

Significant individual differences in children's number competencies exist in early childhood, and these competencies can have long-term implications for academic and economic success (National Research Council, 2009). The present study assessed the classification accuracy of the Screener for Early Number Sense (SENS), a screening tool grounded in an evidence-informed conceptual model of number sense that is designed for children in pre-kindergarten (pre-K), kindergarten, and first grade. A cohort of 450 children was assessed on the SENS, followed by a standardized mathematics achievement measure one year later. Receiver operating characteristic (ROC) curve analyses indicated that the SENS effectively differentiated children who went on to show math difficulties (MD) from those without MD. Accuracy rate was acceptable for pre-K, kindergarten, and first grade. An analysis of SENS performance over time categorized by MD risk status revealed differing patterns of growth across the pre-K vs. kindergarten year. These collective findings underscore the importance of math screening as early as pre-K.

Educational relevance

Educators need reliable and valid tools to identify young children who may be at risk for mathematics learning difficulties. The present study presents a number sense screener that accurately predicts pre-kindergarten, kindergarten, and first grade students' later mathematical difficulties. The study demonstrates how screener results and prevalence rates can be used to identify individual-level student risk and to make subsequent instructional decisions across varying schools or districts.

Thanks. The #CAI Richard W. Woodcock Award for Innovations in #Abilitytesting, #Research, and #Scholarship - #schoolpsychology #WJV #cognitive #intelligence #psychometrics

 Warning…a bit of self-promotion.  

I want to thank the CAI group for this awesome professional recognition.  This particular award has considerable meaning for me given that Dr. Woodcock was my friend, colleague and mentor for 40+ years.  He has been the most influential mentor in my career.  He saw something in me when I was a masters degree school psychologist practicing in the trenches.  I was able to learn from him in a mentor-apprentice model.  After I had learned much about the art+science Woodcock approach to applied psychological test development, I was motivated to return to school to earn my doctorate degree—to get the formal “book” learning behind much of what he had taught me, and more. 

Also, congratulations to my friend Dr. Nancy Mather who worked side-by-side with myself and Dr. Woodcock approximately 40 years on the revisions of the WJ-R through WJ V. Oh—the stories Nancy and I could tell.

#IQsCorner blog (and related social media) reboot a success—three month stats: Thanks. - attention #schoolpsychology #schoolpsychologists #intelligence #CHC theory #SLD #SPED #EDPSY

Warning…a bit of a self-promo post

In late October 2024 (Oct 25 blog post) I resurrected IQs Corner blog (originally started in 2005) and integrated it with automatic “trigger” posts to my  LinkedIn, Twitter/X, and BlueSky social media outlets.  It has now been 3+ months since I rebooted the blog. Time to take stock.

I don’t have the ability (nor time) to report on the impressions on the three other social media outlets.  But, I do have stats on blog visits.  Below is the current count of blog views over the last three months.  I think that over 135K is a good showing😉. The stats graph image is followed by an image listing some of the most viewed posts over the past six months.  

Thanks for the visits.  This is part of my sandbox presence in a small corner of internet/web. I shall continue.  Click on images to enlarge for viewing.

 

Research Byte: Dynamic switching between #brainnetworks (#executivecontrol #defaultmode) predicts #creative ability - attention #cognition #schoolpsychology #creativity

Dynamic switching between brain networks predicts creative ability.  

Qunlin et al.,(2025).   Click here read article and download PDF (Communications Biology) if you so desire.

Abstract

Creativity is hypothesized to arise from a mental state which balances spontaneous thought and cognitive control, corresponding to functional connectivity between the brain’s Default Mode (DMN) and Executive Control (ECN) Networks. Here, we conduct a large-scale, multi-center examination of this hypothesis. Employing a meta-analytic network neuroscience approach, we analyze resting-state fMRI and creative task performance across 10 independent samples from Austria, Canada, China, Japan, and the United States (N= 2433)—constituting the largest and most ethnically diverse creativity neuroscience study to date. Using time-resolved network analysis, we investigate the relationship between creativity (i.e., divergent thinking ability) and dynamic switching between DMN and ECN. We find that creativity, but not general intelligence, can be reliably predicted by the number of DMN-ECN switches. Importantly, we identify an inverted-U relationship between creativity and the
degree of balance between DMN-ECN switching, suggesting that optimal creative performance requires balanced brain network dynamics. Furthermore, an independent task-fMRI validation study (N= 31) demonstrates higher DMN-ECN switching during creative idea generation (compared to a control condition) and replicates the inverted-U relationship. Therefore, we provide robust evidence across multi-center datasets that creativity is tied to the capacity to dynamically switch between brain networks supporting spontaneous and controlled cognition.

#WJV and #CHC theory of #cognitive abilities: An animated video overview of CHC theory model used in WJ V revision - attention #schoolpsychology #SLD #SPED #psychology #intelligence

An oldie but goodie.  I originally posted this CHC cognitive theory 2.5 update video 6 years ago, after Joel Schneider and I published the latest update to the CHC theory of cognitive abilities (Schneider & McGrew, 2018).  

I ran across it the other day.  It is a “silent animated movie” presentation with cool animations and morphing slide transitions.  See the second image below (second slide in video) for an important instruction….the slides automatically transition every 4 seconds—-so be ready to push the “pause” button if you need time to read and study any slide in detail.  

Warning.  If I access this video directly (outside of blogger platform) from my browser, it runs just fine.  But, if you click on the third image below (that should start the video), you may likely get a  message that you “need to sign in” to view the video…and I can’t figure it out…perhaps you can.  So, if that happens, either click on the raw URL link that follows or in blue font or cut and paste that lin (just the link info between the “ ” marks) into your web browser… “ https://www.youtube.com/watch?v=6FVEyaBT2R4”.  I hope one option works.  If not…”it is what it is”..it is worth the extra small effort. The YouTube video is the third image down.  I can’t control if YouTube inserts brief ads, it is what they do these days with many uploaded videos.

This 2018 version of the CHC theory is the theoretical blueprint for the forthcoming WJ V revision, scheduled for launch in Feb. 2025.  Additional free information about the WJ’s and CHC theory can be found at my MindHub web page.  COI disclosure—I am the senior author of the WJ V and a coauthor of the current WJ V

Enjoy  

#WJV #CE option for forthcoming #CAI “State of the art of #SLD identification” (with special focus on the new #WJV) - #WJV #RiversideInsights #SLD #schoolpsychology #SLD

 

I was asked to pass-along a reminder from the CAI group that in its upcoming 2nd annual webinar (in collaboration with Riverside Insights) re State of the Art of SLD identification, they will be offering a variety of CE options.  Info regarding the webinar, CE’s and registration is available here.  I will be presenting an Overview of the WJ V Cognitive Battery.

As sent to me by CAI staff—“CAI will offer a micro-credential on the WJ V following the conference: WJ V: Overview and Research Applications (a 10-hour on-demand training).  Anyone who registers for the conference can pay an additional $39 to earn the micro-credential (which involves completing assignments to demonstrate competency).”

Professional/personal “opportunity #decisionmaking compass” wisdom tip: Regular (annual or as-needed) reflective #mindmap exercises -

Given the length of my career in school/educational psychology (approx 50 years), and in the intelligence testing and theory development space in particular (if interested click here for long form bio and here for web page.), I increasingly find younger professionals asking for advice re career or professional opportunity decisions.  It either means I’m now seen as old, experienced, or possessing some kind of wisdom:)

I always tell individuals that I can’t make a decision for them, but I can share the process I use to evaluate career and personal opportunities.

What has helped me make critical decisions (e.g., should I accept the offer to work on project X?; should I agree to write book Y?; should I change positions?, etc.) is to regularly set aside periods of time where I update a “big picture” mind map where I maintain a visual schematic of my current major professional/work or contractual obligations, important personal goals, and “things I want to do…not have to do.”  

I typically would perform this reflective process on an annual basis—most often during the XMAS EOY holiday lull.  I used to do this annually.  Later, when more mid-career, on a 4-5 year basis.  I eventually shifted to a “whenever I need to” schedule.” The more flexible schedule was typically triggered by a new offer for an exciting project/decision that would disturb my comfortable cognitive-emotional state of homeostasis and plunge me into a state of cognitive-emotional disequilibrium. 

The deliberate process of creating branches (and sub-branches) on a living-and-breathing visual figure, helped me see my “big picture”…and how it could change…or not.  It allowed me to evaluate new opportunities and their potential outcomes and potential risks and benefits.  I have always used MindManager…but many less expensive and basic mind-map apps or software (some free) can perform the same primary functions. 

Why use a mind-map method instead of simply jotting things down in a linear format on paper or in a file?  It is because I prefer to “see” all elements or options re a problem/decision on one page, and via the softwares tools, can easily depict relations between different branches or sub-branches in my figure, and can quickly and flexibly move map elements around as my thinking evolves. The process is empowering as it gives me a greater sense of personal control.  One can play “what if” scenarios.

The past few months I had two offers for exciting new projects/professional opportunities.  Both were very attractive, but I found myself in a semi-constant state of free-floating anxiety.  After I recognized this uncomfortable internal cue, I realized I needed to update/revise my “opportunity decision making mind-map compass.”  This time, I added a new branch to my big picture mind-map—the listing of 5 core principles for helping me make decisions about new opportunities during the current phase in my personal life journey and career. 

The addition of the core principles helped me evaluate and decide how to respond to the two recent (and exciting) professional offers/activities.  My core principles made it clear that I needed to gently say “thanks…but no.”  Saying “no” has been a constant problem in my career.  I know it is one that early or mid-career professionals often wrestle with. 

If these two opportunities had been presented earlier in my career, when I had other career needs or stated objectives in my big picture (e.g., building a resume; building my university portfolio for tenure and promotion; needing more income), my decisions would likely have been different.  This is why I view my big-picture decision making mind-map compass as a living and ever-changing overview of where I am at a point in time, and where I want to be…say, five years from now. 

That’s it. 

Quote2note: The difference between #knowledge and #wisdom

 “Knowledge is a process of piling up facts; wisdom lies in their simplification"

-Harold Fabing and Ray Marr

#WJV #cognitive and #achievement webinar and independent training resources from Schoolhouse Educational Services—attention #schoolpsychology #schoolpsychologists #SLD #SPED

 

FYI.  Schoolhouse Educational Services (Dr. Milton Dehn & Paula Dehn) have just announced future WJ V cognitive and achievement webinars (and other training services) for those wanting to learn about new WJ V training opportunities (launch approx. Feb, 2025). 

I have not yet seen their training materials.  I’ve know Dr. Dehn and Paula professionally and personally for many years.  Dr. Dehn is known for objective, research-based, standards-based, and applied practitioner-oriented presentations.  He has no “horse in the race” (no COI related to the WJ V).  His work is independent of Riverside Publishing’s planned trainings. If you want more info, I would recommend contacting him personally (via their web page) and ask your questions.

Click here for info.  

As an FYI, given a new type of WJ V author contract, I am not involved in any aspect of Riverside Insights WJ V’s training materials, workshops, etc.——so this FYI notification is made without a contractual COI.

Why “IQ’s Corner” name? Dr. IQ McGrew’s special #schoolpsycholgy #intelligence and #CHC corner on the web.

I am often asked why the blog I started in March 2005 (close to 20 years ago) was given the name IQ’s Corner.  Here is the brief backstory.

I began work as a non-doctoral school psychologist in 1975.  I worked for two years in rural Iowa and then learned of a job in St. Cloud, Mn from a friend who graduated from the Moorhead State University (now called Minnesota State University—Moorhead) School Psychology program one year before me.  

If memory serves me correctly, the St. Cloud metro area, at the time, was approximately 50k in size.  I became only the second on a staff of only two school psychologists.  Given what was happening in special education at the time (child find; building programs) and the size of St. Cloud, the two of us SP’s were primarily busy with SPED-related assessments.  

Given the schools that were my responsibility, the demand for my testing was typically above that of my colleague.  At the end of every school year a report was generated re our activities for that year.  A major portion focused on the number of assessments completed.  I was typically in the number 1 slot year-after-year.  My colleague nicked-named me “IQ McGrew”, and the abbreviated “IQ” just stuck.  One typically never creates one’s nickname—nicknames seem to emerge organically from a single person or moment.  

One year our director of SPED suggested that the SPED department (which was where we were housed) needed better PR.  My colleague and I suggested a SPED newsletter, and my colleague jokingly said “and hey….McGrew can have a special corner in the newsletter….”IQ’s Corner.”  It became a long-standing joke, as well as my nickname of “IQ McGrew”.

So…when starting a blog on a whim in 2005, I simply called it IQs Corner…the long-standing plan of me having a column in our SPED newsletter had came to fruition…as a small corner of the web—IQ’s Corner. Now you know the rest of the story.

Fast forward, and within my wives family of three young adult sons, I have now earned the nickname of K-dizzle….and more recently, just “diesel”.  I’ll leave the origins a mystery for now. :)

Research byte: Variability in #math (#Gq) achievement growth among students with early math learning difficulties and the role of school supports.—attention #schoolpsychology #SPED

Yet another new math achievement related research report.  I’ve detected a trend towards more high quality published research re the predictors of math achievement and longitudinal growth…which is reflected in more frequent math-related “research bytes” here at IQs corner.

Variability in math achievement growth among students with early math learning difficulties and the role of school supports.

Gesuelli, K.-A., Miller-Cotto, D., & Barbieri, C. A. (2025). Variability in math achievement growth among students with early math learning difficulties and the role of school supports. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000928

Click on image to enlarge for reading.

Research byte: Early #numeracy and #mathematics development: A longitudinal #metaanalysis on the predictive nature of early numeracy—attention #schoolpsychology #SPED #WJV

Early numeracy and mathematics development: A longitudinal meta-analysis on the predictive nature of early numeracy.

Liu, Y., Peng, P., & Yan, X. (2025). Early numeracy and mathematics development: A longitudinal meta-analysis on the predictive nature of early numeracy. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000925

As an FYI, the forthcoming WJ V now includes, in the achievement battery, a measure of numeracy (Number Sense).  An age truncated version of this test was in the WJ IV ECAD.  In the WJ V this test covers the entire age span from young to old age.  

COI - although I am a coauthor of the WJ V, my WJ V contract is no longer a royalty-earning contract. I was paid for my work as an independent contractor—thus I have ZERO financial interests based on sales).  Complete COI available here.

Click on image to enlarge for easy reading

Quote2note: On science and facts

 

Science is built up of facts, as a house is built of stones, but an accumulation of facts is no more a science than a heap of stones is a house.

• Henri Poincari, Science and Hypothesis (1905) 

Quote2note: On university (school) and business #committees :)

 A committee is a cul-de-sac down which ideas are lured and then quietly strangled.

• Sir Barnett Cocks, in New Scientist, 1973

The how old are you #schoolpsychologist object recognition test

Click on image to enlarge for better viewing

If you recognize these objects (especially the metal train engine [1], dogs, thimbles, and black shoes), you are likely one of the older school psychologists around and are very likely retired :)

Quote2note: E. L. Thorndike on importance of psychological #measurement

 

Whatever exists at all exists in some amount.  To know it thoroughly involves knowing its quantity as well as its quality

- E. L. Thorndike

Research byte: #NIH #toolbox for assessment of #neurocognitive, #motor and #emotional - behavioral function in childhood: A systematic review

NIH Toolbox for assessment of neurocognitive, motor and emotional-behavioral function in childhood: A systematic review

Click here to visit journal page.  Click here to visit NIH Toolbox web page. 

Abstract

The NIH Toolbox is used extensively in various research settings, including clinical trials, observational studies, and longitudinal studies. Its validity and reliability have been systematically appraised only in adults. The current study systematically evaluated the validity and reliability of the NIH Toolbox for assessing neurocognitive, motor and emotional-behavioral functioning in children. Based on 22 studies including over 60,000 participants, sufficient evidence was found for the validity and reliability of most tests in the Cognition Battery and Motor Battery. However, there was insufficient evidence to assess the validity and reliability of the Emotion Battery. Thus, this review supports the use of the NIH Toolbox Cognition and Motor Batteries in assessing neurocognitive functioning in 3–17-year-olds.

#Psychological folk #theories create an illusion of explanatory depth (#IOED)—#cognitivebias for understanding #intelligence theories in #schoolpsychology

Thanks to my colleague and friend Dr. Andrew Conway for drawing my attention to this 2002 article re problems with folk theories of psychology, and the illusion of explanatory depth.  Above cartoon is one of my favorites regarding this cognitive bias (click on image to enlarge for easier reading)

Select text

The incompleteness of everyday theories should not surprise most scientists. We frequently discover that a theory that seems crystal clear and complete in our head suddenly develops gaping holes and inconsistencies when we try to set it down on paper.

Folk theories, we claim, are even more fragmentary and skeletal, but laypeople, unlike some scientists, usually remain unaware of the incompleteness of their theories (Ahn & Kalish, 2000; Dunbar, 1995; diSessa, 1983). Laypeople rarely have to offer full explanations for most of the phenomena that they think they understand. Unlike many teachers, writers, and other professional “explainers,” laypeople rarely have cause to doubt their naïve intuitions. They believe that they can explain the world they live in fairly well. They are novices in two respects. First, they are novice “scientists”—their knowledge of most phenomena is not very deep. Second, they are novice epistemologists—their sense of the properties of knowledge itself (including how it is stored) is poor and potentially misleading.

We argue here that people's limited knowledge and their misleading intuitive epistemology combine to create an illusion of explanatory depth (IOED). Most people feel they understand the world with far greater detail, coherence, and depth than they really do. The illusion for explanatory knowledge–knowledge that involves complex causal patterns—is separate from, and additive with, people's general overconfidence about their knowledge and skills. We therefore propose that knowledge of complex causal relations is particularly susceptible to illusions of understanding.

Here is link to Wikipedia IOED page.

Research Byte: Cognition about #cognition: Do scales from different fields assess #metacognition alike?—A general M factor?

 Cognition about cognition: Do scales from different fields assess metacognition alike?

Author links open overlay panel

PDF copy of article available by clicking here.

Abstract

Metacognition is a construct of long-lasting interest in multiple fields of research. Yet, exchange between fields has been limited, leaving it an open question to what extent this construct can be conceptualized as a general cognitive entity. We thus implemented a cross-disciplinary analysis investigating if self-report scales from four fields tap into the same underlying construct and give rise to a general factor of metacognition (M). In a preregistered online study (N = 661) and utilizing an analytical approach to mitigate overfitting, a systematic model comparison showed that a bifactor model including a general factor of metacognition performed best. This general factor explained 61 % of the systematic variance, suggesting that there exists an important general component of metacognition. We will discuss how the different subscales of the four scales relate to one another and to M, elaborate on a potential jingle-fallacy in metacognition research, and give recommendations on which subscales to use to best tap into M. In sum, our integrative approach contributes to a better understanding of metacognition and how to best measure it.

Comment:  The finding of a factor-analysis based M factor only reflects a general statistical factor in the collection of measures.  It does not reflect a real ability…just a summary index of variance.  Same as the general factor of intelligence (g) does not reflect a real brain-based ability…it is just a statistical index.