Marley Watkins
TitleCited byYear
ADHD and achievement: Meta-analysis of the child, adolescent, and adult literatures and a concomitant study with college students
TW Frazier, EA Youngstrom, JJ Glutting, MW Watkins
Journal of learning disabilities 40 (1), 49-65, 2007
Monte Carlo PCA for parallel analysis [computer software]
MW Watkins
State College, PA: Ed & Psych Associates, 432-442, 2000
Long-term stability of children's attitudes toward reading
JC Kush, MW Watkins
The Journal of Educational Research 89 (5), 315-319, 1996
Interobserver agreement in behavioral research: Importance and calculation
MW Watkins, M Pacheco
Journal of Behavioral Education 10 (4), 205-212, 2000
Psychometric intelligence and achievement: A cross-lagged panel analysis
MW Watkins, PW Lei, GL Canivez
Intelligence 35 (1), 59-68, 2007
Reading Motivation: Multidimensional and Indeterminate.
MW Watkins, DY Coffey
Journal of Educational Psychology 96 (1), 110, 2004
Determining parallel analysis criteria
MW Watkins
Journal of modern applied statistical methods 5 (2), 344-346, 2006
Bifactor modeling and the estimation of model-based reliability in the WAIS-IV
GE Gignac, MW Watkins
Multivariate Behavioral Research 48 (5), 639-662, 2013
Long-term stability of the Wechsler Intelligence Scale for Children—Third Edition.
GL Canivez, MW Watkins
Psychological Assessment 10 (3), 285, 1998
ADHD and college students: exploratory and confirmatory factor structures with student and parent data.
JJ Glutting, EA Youngstrom, MW Watkins
Psychological Assessment 17 (1), 44, 2005
The temporal-interactive influence of reading achievement and reading attitude
JC Kush, MW Watkins, SM Brookhart
Educational Research and Evaluation 11 (1), 29-44, 2005
Illusions of meaning in the ipsative assessment of children's ability
PA McDermott, JW Fantuzzo, JJ Glutting, MW Watkins, AR Baggaley
The Journal of Special Education 25 (4), 504-526, 1992
Investigation of the factor structure of the Wechsler Adult Intelligence Scale—Fourth Edition (WAIS–IV): Exploratory and higher order factor analyses.
GL Canivez, MW Watkins
Psychological assessment 22 (4), 827, 2010
Distinctions without a difference: The utility of observed versus latent factors from the WISC-IV in estimating reading and math achievement on the WIAT-II
JJ Glutting, MW Watkins, TR Konold, PA McDermott
The Journal of Special Education 40 (2), 103-114, 2006
Role of the school psychologist: Perceptions of school staff
MW Watkins, EG Crosby, JL Pearson
School Psychology International 22 (1), 64-73, 2001
Patterns of parent-reported homework problems among ADHD-referred and non-referred children.
TJ Power, BE Werba, MW Watkins, JG Angelucci, RB Eiraldi
School Psychology Quarterly 21 (1), 13, 2006
Chance and interrater agreement on manuscripts.
MW Watkins
American Psychological Association 34 (9), 796, 1979
Orthogonal higher order structure of the Wechsler Intelligence Scale for Children--
MW Watkins
Psychological assessment 18 (1), 123, 2006
Validating a number sense screening tool for use in kindergarten and first grade: Prediction of mathematics proficiency in third grade
NC Jordan, J Glutting, C Ramineni, MW Watkins
School Psychology Review 39 (2), 181-195, 2010
Parents' rights in special education: The readability of procedural safeguards
JL Fitzgerald, MW Watkins
Exceptional Children 72 (4), 497-510, 2006
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Articles 1–20