Thoughts on the definition of dyslexia: More on the ongoing debate re the definition of dyslexia - #dyslexia #SLD #schoolpsychologists #schoolpsychology #SPED #reading

Thoughts on the Definition of Dyslexia.  Annals of Dyslexia (click here to read or download - open access)

Linda S. Siegel,  David P. Hurford, Jamie L. Metsala, Michaela R. Ozier, & Alex C. Fender

Abstract 

The International Dyslexia Association's current definition of dyslexia was approved by its Board of Directors on November 12, 2002. After two decades of scientific inquiry into the nature of dyslexia, it is time to reconsider and potentially revise the definition in light of what has been learned. We propose a definition of dyslexia based on its essential nature. Dyslexia is a specific learning disability in reading at the word level. It involves difficulty with accurate and/or fluent word recognition and/or pseudoword reading. We also suggest that the definition should focus solely on dyslexia's core features and should not include risk factors, potential secondary consequences, or other characteristics. Until those factors can reliably differentiate between those with and without dyslexia at an individual level, they should not be included in the definition.

WJ V Technical Manual Abstract assessment service bulletin now available for download - #WJV #technicalmanual #schoolpsychologists #schoolpsychology #SLD #SPED #assessment #achievement #intelligence

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The WJ V Technical Manual Abstract assessment service bulletin is now available via Riverside Insights (click here to download and read).  Think of it as an abridged version of the massive WJ V Technical Manual (LaForte, Dailey & McGrew, 2025).  Required reading for anyone interested in the WJ V.  Of course, reading the complete “manifesto” is highly recommended.

 

This is a technical abstract for the Woodcock-Johnson® V (WJ V™; McGrew, Mather, LaForte, & Wendling, 2025), a comprehensive assessment system for measuring general intellectual ability (g), specific cognitive abilities, oral language abilities, and academic achievement from age 4 through 90+. It describes the updates, organization, and technical aspects of the WJ V, including reliability information and evidence to support the validity of the WJ V test and cluster score interpretations. While this document provides a high-level summary of these topics, readers should consult the Woodcock-Johnson V Technical Manual (LaForte et al., 2025) for more comprehensive documentation.

A #metaanalysis of #assessment of self-regulated learning (#SRL) - #selfregulatedlearning #learning #motivation #CAMML #EDPSY #schoolpsychologists #schoolpsychology #conative

Self-regulated learning (SRL) strategies are an important component of models of school learning.  Below is a new meta-analysis of SRL assessment methods.  Overall effect sizes are not large.  More R&D is needed to develop applied practical SRL measurement tools.  SRL is a one of the major components of the 2022 Cognitive-Affective-Motivation Model of Learning; CAMML; click here to access article),

Multimethod assessment of self-regulated learning in primary, secondary, and tertiary education – A meta-analysis.  Learning and Individual Differences (open access—click here to access).

Author links open overlay panel

Julia Ruhl, Franziska Perels , Laura Dorrenbacher-Ulrich

Abstract

Self-regulated learning (SRL) can be measured in several ways, which can be broadly classified into online and offline instruments. Although both online and offline measurements have advantages and disadvantages, the over-dependence of SRL research on offline measurements has been criticised considerably. Currently, efforts are being made to use multimethod SRL assessments. We examined 20 articles with 351 effect sizes that assessed SRL with at least two instruments on at least two SRL components. Most effect sizes were not statistically significant but descriptively higher than others. Combinations of two online instruments showed the highest effect size (r = 0.24). Overall correlations between instruments were highest for university students (r = 0.21). Additionally, results for cognition showed the highest effect size measured with behavioural traces (r = 0.28), and for metacognition measured with microanalysis (r = 0.35). The component of motivation was best measured using self-report questionnaires (r = 0.29).

Educational relevance statement

Self-regulated learning is an important predictor of academical success. It is therefore necessary to measure it as precise and comprehensive as possible. Knowing which instruments are best suited for each age group, SRL component, or reliably predict a specific achievement variable can help educators pick the best instrument for their needs.

Leaving no child behind—Beyond cognitive and achievement abilities - #CAMML source “fugitive/grey” working paper now available. Enjoy - #NCLB #learning #EDSPY #motivation #affective #cognitive #intelligence #conative #noncognitive #schoolpsychology #schoolpsychologists

I’ve recently made several posts regarding the importance of conative (i.e., motivation; self-regulated learning strategies; etc.) learner characteristics and how they should be integrated with cognitive abilities (as per the CHC theory of cognitive abilities) to better understand the interplay between learner characteristics and school learning.  These posts have mentioned (and I provided a link) to my recent 2022 article where I articulate a Cognitive-Affective-Motivation Model of Learning; CAMML; click here to access).

In the article I mention that the 2022 CAMML model had its roots in early work I completed as one of the first set of Principal Investigators during the first five years of the University of Minnesota’s National Center on Educational Outcomes (NCEO).  As a result of those posts I’ve had several requests for the original working paper which is best characterized as being “fugitive” or “grey” literature.

The brief back story is that the original 2004 document was a “working paper” (6-15-04; Increasing the Chance of No Child Being Left Behind: Beyond Cognitive and Achievement Abilities, by Kevin McGrew, David Johnson, Anna Casio, Jeffrey Evans) that was written with the aid of discretionary funds from the then Department of Education’s Office of Special Education (OSEP) during the influence of NCLB.  The working draft was submitted but curiously never saw the light of day.

With this post I’m now making the complete 2004 “working paper” (with writing, spelling, and grammar blemish’s in their full glory) available as a PDF.  Click here to access.  Although dated 20 years, IMHO the lengthy paper provides a good accounting of the relevant literature up to 2004, much of which is still relevant.  Below are images of the TOC pages which should give you an hint of the treasure trove of information and literature reviewed.  Enjoy.  Hopefully this MIA paper may help others pursue research and theoretical study in this important area.

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Research Byte: Is trying hard enough? Causal analysis of the effort-IQ relationship suggests not - #intelligence #IQ #motivation #volition #CAMML #conative #noncognitive

Is Trying Harder Enough? Causal Analysis of the Effort-IQ Relationship Suggests Not.  Timothy Bates. Intelligence and Cognitive Abilities (open access—click here to locate article to read or download)

Abstract

Claims that effort increases cognitive scores are now under great doubt. What is needed is randomized controlled trials optimized for testing causal influence and avoiding confounding of self-evaluation of performance with feelings of good effort. Here we report three large studies using unconfounded measures of effort and instrumental analysis to isolate any causal effect of effort on cognitive score. An initial study (N = 393) validated an appropriate effort measure, demonstrating excellent external and convergent validity (β = .61). Study 2 (N = 500, preregistered) randomly allocated subjects to a performance incentive, using an instrumental variable analysis to detect causal effects of effort. The incentive successfully manipulated effort (𝛽 = .18, p = .001). However, the causal effect of effort on scores was near-zero and non-significant (𝛽 = .04, p = .886). Study 3 (N=1,237) replicated this null result with preregistered analysis and an externally developed measure of effort: incentive again raised reported effort (𝛽 = .17, p <.001), but effort had no significant causal effect on cognitive score (β2 = .27 [-0.07, 0.62]), p = .15). Alongside evidence of research fraud and confounding in earlier studies, the present evidence for the absence of any causal effects of effort on cognitive scores, effort research should shift its focus to goal setting – where effort is useful – rather than raising basic ability, which it appears unable to do.

Select quote from discussion: “The present results suggest a potential ‘central dogma of cognition’: that volitional effort can direct cognitive resources but cannot fundamentally alter or bypass the efficacy of the underlying cognitive systems themselves”

These findings are consistent with my proposed cognitive-affective-motivation-model-of-learning (CAMML), grounded extensively on Richard Snows concept of aptitude trait complexes, where motivational constructs are seen as driving and directing the use of cognitive abilities (via personal investment mechanisms), but not directly having a causal effect on cognitive abilities.  See first of two figures below.  Note lack of causal arrows from conative and affective domain constructs to CHC cognitive abilities.  Paper can be accessed by clicking here.

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Journal of Intelligence “Best Paper Award” for McGrew, Schneider, Decker & Bulut (2023) Psychometric network analysis of CHC measures - #psychometric #networkanalysis #intelligence #CHC #WJIV #bestpaper #schoolpsychology #schoolpsychologist

Today I (Kevin McGrew), and colleagues Joel Schneider, Scott Decker, and Okan Bulut, were pleased to learn that our recent 2023 Journal of Intelligence article listed above (open access—click link to read or download) was selected as 1 of 2 “Best Paper Awards” for 2023.  

As stated at the journal award page, “The Journal of Intelligence Best Paper Award is granted annually to highlight publications of high quality, scientific significance, and extensive influence. The evaluation committee members choose two articles of exceptional quality that were published in the journal the previous year and announce them online by the end of June.”

Below is the abstract and two figures that may pique your interest. We thank the members of the JOI evaluation committee.

Abstract

For over a century, the structure of intelligence has been dominated by factor analytic methods that presume tests are indicators of latent entities (e.g., general intelligence or g). Recently, psychometric network methods and theories (e.g., process overlap theory; dynamic mutualism) have provided alternatives to g-centric factor models. However, few studies have investigated contemporary cognitive measures using network methods. We apply a Gaussian graphical network model to the age 9–19 standardization sample of the Woodcock–Johnson Tests of Cognitive Ability—Fourth Edition. Results support the primary broad abilities from the Cattell–Horn–Carroll (CHC) theory and suggest that the working memory–attentional control complex may be central to understanding a CHC network model of intelligence. Supplementary multidimensional scaling analyses indicate the existence of possible higher-order dimensions (PPIK; triadic theory; System I-II cognitive processing) as well as separate learning and retrieval aspects of long-term memory. Overall, the network approach offers a viable alternative to factor models with a g-centric bias (i.e., bifactor models) that have led to erroneous conclusions regarding the utility of broad CHC scores in test interpretation beyond the full-scale IQ, g.

Keywords: 

CHC; Cattell–Horn–Cattell theory; intelligence; cognitive abilities; psychometric network analysis; process overlap theory; dynamic mutualism; factor analysis; general intelligence

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Research Byte: Lets hear it (again) for #visual-spatial (#Gv) #workingmemory (#Gwm) and math #reasoning (#Gf-RQ) — #CHC #SPED #EDPSY #schoolpsychology #schoolpsychologist #WJV

From Spatial Construction to Mathematics: Exploring the Mediating Role of Visuospatial Working Memory.  Developmental Psychology.  An open access article that can be downloaded—Click here.

Yuxin Zhang, Rebecca Bull, and Emma C. Burns.

Abstract

This study examined the longitudinal pathways from early spatial skills at 5 and 7 years to their mathematics reasoning abilities at 17 years in a large cohort sample (N = 16,338) from the Millennium Cohort Study. Children were assessed at four time points: Sweep 3 (Mage = 5.29), Sweep 4 (Mage = 7.23), Sweep 5 (Mage = 11.17), and Sweep 7 (Mage = 17.18), with measures including spatial construction skills, visuospatial working memory, mathematics achievement, and mathematics reasoning skills. Path analyses revealed that spatial construction at age 5 directly predicted mathematics achievement at age 7 after accounting for sex, age, socioeconomic status, vocabulary, and nonverbal reasoning ability. Furthermore, spatial construction at 5 and 7 years was directly associated with mathematics reasoning skills at 17, and spatial working memory at age 11 partially mediated this relationship. Notably, the direct effects of spatial construction on mathematics reasoning at age 17 remained significant and robust after accounting for the mediator and covariates. These findings highlight the potential value of early spatial construction skills as predictors of subsequent mathematical development over the long term.

Public Significance Statement.Children with stronger spatial skills at age 5 are more likely to achieve higher scores in mathematics at ages 7 and 17. Visuospatial working memory partly explained this link, and early spatial skills showed a direct and robust association with later mathematics. This study identified early spatial skills as an important long-term predictor of mathematics from preschool through adolescence. The findings highlight the potential of infusing spatial thinking and using spatial strategies to better understand and solve mathematics problems.

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Comment:  I recently made a post regarding research that demonstrated the importance of visual-spatial working memory abilities for spatial navigation where I also mentioned the new (not yet online as far as I know) WJ V Visual Working Memory test, which was decades in development—an interesting test development “back story”.  

Research Byte: #Cognitive #aging revisited: A cross-sectional analysis of the #WAIS-5 - #intelligence #developmental #cognition #schoolpsychologists #WAISV #schoolpsychology

Cognitive Aging Revisited: A Cross-Sectional Analysis of  the WAIS-5 

Emily L. Winter, Brittany A. Dale, Sachiko Maharjan, Cynthia R. Lando, Courtney M. Larsen,  Troy Courville and Alan S. Kaufman  

An open access article that can be read or downloaded at this link.

Abstract 

Historical cross-sectional approaches examining cognitive aging consistently reveal a pat-tern of steady decline on nonverbal problem-solving, speeded tasks, and maintenance on verbal tasks. However, as measures developed and broadened the factor structure to align with Cattell–Horn–Carroll (CHC) theory, and age ranges were extended from 75 to 90 years, a more nuanced approach to cognitive aging emerged. The present study, using the Wechsler Adult Intelligence Scale, Fifth Edition (WAIS-5), examined the cognitive aging process through a cross-sectional approach. WAIS-5 normative sample data (aligned with the 2022 U.S. census) were obtained from the test publisher. The sample included adult participants aged 20–24 through 85–90 (n = 1660), which were mapped into 11 age groups. Using post-stratification weighting to control for educational attainment, cognitive decline was observed throughout aging; verbal skills were maintained longer than other abilities, while processing speed declined steadily and rapidly from young adulthood to old age. Working memory was vulnerable to the aging process but demonstrated slower patterns of decline than the other vulnerable abilities. Fluid reasoning and visual spatial skills (although aligning with separate CHC broad abilities theoretically) were strikingly similar in their pattern of decline across a person's lifespan. Results are highly consistent with the large body of cross-sectional research conducted during the previous generation by Salthouse and his colleagues, as well as other teams of researchers. 

Keywords: cognitive aging; WAIS-5; cross-sectional design; verbal abilities; nonverbal abilities 

Research Byte: The #cultural construction of #executivefunction - EF tasks reflect culturally-specific forms of #cognitive development - #cognition #schoolpsychology #schoolpsychologists #neuropsych

The cultural construction of “executive function”.  PNAS:  Research Article:  Psychological and Cognitive Sciences.  This is open access and can be downloaded or read online.  Link here.

Ivan Kroupin , Helen Elizabeth Davis, Emily Burdette, Agustina Bani Cuataf, Vahumburuka Hartley, and Joseph Henrich

Abstract

In cognitive science, the term “executive function” (EF) refers to universal features of the mind. Yet, almost all results described as measuring EF may actually reflect culturally specific cognitive capacities. After all, typical EF measures require forms of decontextualized/arbitrary processing which decades of cross-cultural work indicate develop primarily in “schooled worlds”–industrialized societies with universal schooling. Here, we report comparisons of performance on typical EF tasks by children inside, and wholly outside schooled worlds. Namely, children ages 5 to 18 from a postindustrial context with universal schooling (UK) and their peers in a rural, nonindustrialized context with no exposure to schooling (Kunene region, Namibia/Angola), as well as two samples with intermediate exposure to schooled worlds. In line with extensive previous work on decontextualized/arbitrary processing across such groups, we find skills measured by typical EF tasks do not develop universally: Children from rural groups with limited or no formal schooling show profound, sometimes qualitative, differences in performance compared to their schooled peers and, especially, com-pared to a “typical” schooled-world sample. In sum, some form of latent cognitive control capacities are obviously crucial in all cultural contexts. However, typical EF tasks almost certainly reflect culturally specific forms of cognitive development. This suggests we must decide between using the term EF to describe 1) universal capacities or 2) the culturally specific skill set reflected in performance on typical tasks. Either option warrants revisiting how we understand what has been measured as EF to date, and what we wish to measure going forward.

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Once considered useless, this habit is now linked to improved memory, thinking, and creativity

Once considered useless, this habit is now linked to improved memory, thinking, and creativity 
https://www.earth.com/news/daydreaming-is-linked-to-improved-brain-health-memory-thinking-creativity-mental-functioning/

Pardon typos and spelling errors-Message may be sent from iPhone and I've always had spelling problems :)

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Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
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Research Byte: #Measurementinvariance of the #Woodcock-Johnson® V (#WJV) Achievement Battery: An Exploratory Graph Analysis (#EGA) Approach - #schoolpsychology #schoolpsychologists #sld #SPED #achievement

 

Journal of Psychoeducational Assessment

Hyeonjoo Oh and Tong Wu

Abstract

The Woodcock-Johnson V (WJ V) test evaluates general intelligence and cognitive abilities using the Cattell–Horn–Carroll (CHC) theory framework. While measurement invariance is often tested using structural equation modeling (SEM), few studies have applied exploratory graph analysis (EGA), particularly in intelligence assessments. This study addresses that gap by examining configural and metric invariance of the WJ V achievement battery across age, race, and gender using normative data and a novel EGA approach. Results show that the WJ V maintains a consistent structure across diverse groups, supporting its validity in measuring the same constructs. Stability analyses further supported these findings, with test-to-community assignments remaining highly consistent in bootstrapped samples. Minor variation was observed only in the Oral Language Sample, which showed slightly lower but acceptable stability above 0.70.

Conflict of interest disclosure.  I’m the senior non-royalty earning author of the WJ V, which means I’ve already received payment for my services and don’t make a penny on any sales.