Dyslexia in the twenty-first century: a commentary on the IDA definition of dyslexia

In offering a commentary upon the IDA definition, we address its main components in turn. While each is technically accurate, we argue that, when taken together, the definition, or more accurately, the use to which it is often put, becomes problematic. We outline different current conceptions of dyslexia and conclude that the operationalisation of the definition for diagnostic purposes often results in scientifically questionable diagnoses and inadvertently leads to significant educational inequity. We propose a simpler definition that describes the primary difficulty, avoids reference to causal explanation, unexpectedness, and secondary outcomes, and redirects practitioner and policymaker focus to the importance of addressing and meeting the needs of all struggling readers.

Common misconceptions and good practices in qualitative research in school psychology

After a long journey in relative obscurity, qualitative research is being accepted in the field of school psychology. As more school psychology researchers and graduate students adopt it as part of their scholarly endeavors, we reflect on the qualitative research published in school psychology since 2006 in terms of what has been done so far and what can be improved going forward. This act of academic retrospection can strengthen qualitative research in school psychology by helping to identify areas of strength and weakness. We read all qualitative studies published in seven school psychology journals between 2006 and 2021 to understand their methodological character. In Section I, we discuss the methodological trends (e.g., approach to inquiry, data collection methods, data analysis strategies) we found. In Section II, we reflect upon this corpus and identify some common misconceptions about qualitative methodologies that stood out to us. We clarify these misconceptions and highlight some examples of 'good' practices in these articles that could be adopted by other researchers. Finally in Section III, we provide some general recommendations about developing school psychologists' understanding of and the ability to conduct qualitative research.

Confirmatory Factor Analysis of the WJ IV Cognitive: What Does the Standard Battery Measure at School Age?

This study aimed to evaluate the tenability of the proposed scoring/interpretive structure for the Woodcock-Johnson IV Test of Cognitive Abilities (WJ IV COG) Standard Battery configuration of subtests using confirmatory factor analysis (CFA) at school age. Results indicated that a three-factor hierarchical model, consistent with the CHC theory (Crystallized Ability, Fluid Reasoning, Short-Term Memory/Working Memory), provided the best fit to the WJ IV COG normative data. Whereas the preferred CHC interpretive structure was largely replicated, indices of interpretive relevance indicated that, among the Stratum II/III attributes that were located, only the omnibus general intelligence dimension should be interpreted with confidence. Nevertheless, several subtests contained adequate specificity to be interpreted in isolation apart from broad abilities. Implications for clinical interpretation are discussed.

A Psychometric Network Analysis of CHC Intelligence Measures: Implications for Research, Theory, and Interpretation of Broad CHC Scores "Beyond g"

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.

The Validity of WISC-V Profiles of Strengths and Weaknesses

The Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V; Wechsler, 2014 ) provides a general intelligence score, representing g, and five index scores, reflecting underlying broad factors. Within person differences between the overall performance across subtests and index scores, denoted as index difference scores, are often used to examine profiles of strengths and weaknesses. In this study, the validity of such profiles was examined for the Dutch WISC-V. In line with previous studies, broad factors explained little variance in index scores. A simulation study showed that variation in index difference scores also reflected little broad factor variance. The simulation study further revealed that, as a consequence, a significant discrepancy between an index score and overall performance was accompanied in only 40%–74% of the cases by a discrepancy on the underlying broad factor. Overall, these results provide little support for the validity and thereby clinical use of WISC-V profiles.

The Cognitive-Affective-Motivation Model of Learning (CAMML): Standing on the Shoulders of Giants

The Cognitive-Affective-Motivation Model of Learning (CAMML) is a proposed framework for integrating contemporary motivation, affective (Big 5 personality) and cognitive (CHC theory) constructs in the practice of school psychologists (SPs). The central tenet of this article is that SPs need to integrate motivation alongside affective and cognitive constructs vis-à-vis an updated trilogy-of-the-mind (cognitive, conative, affective) model of intellectual functioning. CAMML builds on Richard Snow’s seminal research on academic aptitudes—which are not synonymous with cognitive abilities. Learning aptitude complexes are academic domain-specific cognitive abilities and personal investment mechanisms (motivation and self-regulation) that collectively produce a student’s readiness to learn in a specific domain. CAMML incorporates the “crossing the Rubicon” commitment pathway model of motivated self-regulated learning. It is recommended SPs take a fresh look at motivation theory, constructs, and research, embedded in the CAMML aptitude framework, by going back-to-the-future guided by the wisdom of giants from the field of cognition, intelligence, and educational psychology.