Books & Select Journal Articles

"One never notices what has been done; one can only see what remains to be done"

- Marie Curie

Select books and journal articles authored or coauthored by Dr. Kevin McGrew are available below.  See Dr. McGrew’s CV (in Director section of MindHub™ ) for a listing of all book, book chapters, journal articles, special technical or grant reports, and newsletter articles.

Books

• Flanagan, D., McGrew, K. & Ortiz, S. (2000).  The Wechsler Intelligence Scales and Gf-Gc theory.  A contemporary approach to interpretation.  Boston.  Allyn & Bacon.
• McGrew, K. & Flanagan, D. (1998).  The intelligence test desk reference (ITDR):  The Gf-Gc cross-batery assessment.  Boston.  Allyn & Bacon.
• McGrew, K. (1994).  Clinical interpretation of the Woodcock-Johnson Tests of Cognitive Ability—Revised. Boston.   Allyn & Bacon.
• McGrew, K. (1986).  Clinical interpretation of the Woodcock-Johnson Tests of Cognitive Ability.  New York.  Grune & Stratton.

Journal Articles (select list)

Neurotechnology Intervention Research

• Taub, G., McGrew, K., & Keith, T. (2007). Improvements in interval time tracking and effects on reading achievement. Psychology in the Schools, 44(8), 849-863.
• Taub, G., McGrew, K., & Keith, T. (2015). Effects of mprovements in interval timing on the mathematics of elementary school students. Journal of Research in Childhood Education, 29, 352.366.

Intelligence Testing and Theories (select articles & chapters, 2000-current)

• McGrew, K. S. (2023). Carroll's three-stratum (3S) cognitive ability theory at 30 years: Impact, 3S-CHC theory clarification, structural replication, and cognitive-achievement psychometric network analysis. Journal of Intelligence, 11:32.
• McGrew, K. S., Schneider, W. J., Decker, S. L., & Bulut, O. (2023). A psychometric network analysis of CHC intelligence measures: Implications for research, theory, and interpretation of broad CHC scores "beyond g". Journal of Intelligence, 11: 19.
• McGrew, K. S. (2022).  The Cognitive-Affective-Motivation Model of Learning (CAMML): Standing on the shoulders of giants.  Canadian Journal of School Psychology, 37(1), 117-134.
• McGrew, K. S. (2021).  Is the intellectual functioning component of AAIDD's 12th manual satisficing?  Intellectual and Developmental Disabilities, 59(5), 369-375.
• Floyd, R. G., Farmer, R. L., Schneider, W. J., & McGrew, K. S. (2021).  Theories and measurement of intelligence.  In L. M. Glidden (Ed.), APA handbook of intellectual and developmental disabilities (pp. 385-424).  Washinton, DC:  American Psychological Association.
• Schneider, W. J., & McGrew, K. S. (2019).  Process overlap theory is a milestone achievement among intelligence theories. Journal Of Applied Research in Memory and Cognition, 8, 273-276.
• Kyllonen, P., Hartman, R., Sprenger, A., Weeks, J., Bertling, M., McGrew, K.,... & Stankov, L. (2019).  General fluid/inductive reasoning battery for a high-ability population.  Behavior Research Methods, 52(2), 507-522.
• Schneider, W. J. & McGrew, K. S. (2018).  The Cattell-Horn-Carroll Theory of Cognitive Abilities.  In D. P. Flanagan & Erin M. McDonough (Eds.).  Contemporary intellectual assessment:  Theories, tests, and issues (4th ed., pp. 73-163).  New York:  Guilford Press.
• Cormier, D. C., McGrew, K. S., Bulut, O. & Funamoto, A. (2017).   Exploring the relations between broad Cattell-Horn-Carroll (CHC) cognitive abilities and mathematics achievement. Applied Cognitive Psychology, 31(5), 530-538.ournal of Psychoeducational Assessment, 35(8), 731-754.
• Cormier, D. C., McGrew, K. S., Bulut, O. & Funamoto, A. (2017). Revisiting the relationships between broad Cattell-Horn-Carroll (CHC) cognitive abilities and reading achievement during the school-age years. Journal of Psychoeducational Assessment, 35(8), 731-754
• Cormier, D., C., Bulut, O., McGrew, K. S. & Frison, J. (2016). The role of Cattell-Horn-Carroll (CHC) cognitive abilities in predicting writing achievement during the school years. Psychology in the Schools, 53(8), 787-803.
• McGrew, K. (2015a). Intellectual functioning. In Polloway, E. (Ed.), The death penalty and intellectual disability (pp. 85-111). Washington, DC: American Association on Intellectual and Developmental Disabilities.
• McGrew, K. (2015b). Norm obsolescence: The Flynn Effect. In Polloway, E. (Ed.), The death penalty and intellectual disability (pp. 155-169). Washington, DC: American Association on Intellectual and Developmental Disabilities
• Cormier, D. C., McGrew, K. S., & Ysseldyke, J. E.(2014).  The influences of linguistic demand and cultural loading on cognitive test scores.  Journal of Psychoeducational Assessment, 1-14.
• Taub, G. E. & McGrew, K. S. (2014).  The Woodcock-Johson Tests of Cognitive Abilities III's Cognitive Performance Model: Empirical support for intermediate factors within CHC theory.  Journal of Psychoeducational Assessment, 32(3), 187-201.
• McGrew, K. (2012).  Implications of 20 years of CHC Cognitve-Achievement Research: Back-to-the-Future and Beyond CHC.  Woodcock-Munoz Foundation Press.
• Schneider, W. J., & McGrew, K. (2012).  The Cattell-Horn-Carroll model of intelligence. In, D. Flanagan & P. Harrison (Eds.), Contemporary Intellectual Assessment:  Theories, Tests, and Issues (3rd ed.) (p. 99-144).  New York:  Guilford.
• Kaufman, S., Reynolds, M., Liu, X., Kaufman, A. & McGrew, K. (2012).  Are cognitive g and academic achievement g one and the same g?  An exploration on the Woodcock-Johnson and Kaufman tests.  Intelligence, 40, 123-138.
• Cormier, D., McGrew, K., & Evans, J. (2011).  Quantifying the “degree of linguistic demand” in spoken intelligence test directions.  Journal of Psychoeducational Assessment, 29(6), 515–533. 
• McGrew, K. (2010).  The Flynn Effect and its critics:  Rusty linchpins and―lookin' for g and Gf in some of the wrong places.  Journal of Psychoeducational Assessment, 28(5),448–468
• McGrew, K. & Wendling, B. (2010).  CHC cognitive-achievement relations:  What we have learned from the past 20 years of research.  Psychology in the Schools, 47(7), 651-675.
• Newton, J.  & McGrew, K. (2010).  Introduction to the special issue: Current research in Cattell-Horn-Carroll-based assessment. Psychology in the Schools, 47(7), 621-634.
• Floyd, R. G., McGrew, K. S., Barry, A., Rafael, F. & Rogers, J. (2009).  General and specific effects on Cattell–Horn–Carroll Broad Ability Composites. Analysis of the Woodcock–Johnson III Normative Update CHC factor clusters across development. School Psychology Review, 38 (2), 249-265
• Floyd, R. G., Shands, E. I., Rafael, F. A., Bergeron, R., & McGrew, K. S. (2009). The dependability of general-factor loadings. The effects of factor-extraction methods, test battery composition, test battery size, and their interactions. Intelligence, 37, 453-465.
• McGrew, K. (2009).  Editorial.  CHC theory and the human cognitive abilities project. Standing on the shoulders of the giants of psychometric intelligence research, Intelligence, 37, 1-10.
• Taub, G., Floyd, R. G., Keith, T. Z., & McGrew, K. S. (2008).  Effects of general and broad cognitive abilities on mathematics. School Psychology Quarterly, 23(2), 187-198
• Floyd, R. G., McGrew, K. S., & Evans, J. J. (2008). The relative contributions of the Cattell-Horn-Carroll cognitive abilities in explaining writing achievement during childhood and adolescence.Psychology in the Schools, 45(2), 132-144.
• Floyd, R. G., Keith, T. Z., Taub, G. E., & McGrew, K. S. (2007). Cattell-Horn-Carroll cognitive abilities and their effects on reading decoding skills. g has indirect effects, more specific abilities have direct effects. School Psychology Quarterly, 22(2), 200-233.
• Phelps, L., McGrew, K. S., Knopik, S. N., & Ford, L. (2005). The general (g), broad, and narrow CHC stratum characteristics of the WJ III and WISC-III tests.  A confirmatory cross-battery investigation. School Psychology Quarterly, 20(1), 66-88.
• Taub, G. E., & McGrew, K. S. (2004). A confirmatory factor analysis of Cattell-Horn-Carroll theory and cross-age invariance of the Woodcock-Johnson Tests of Cognitive Abilities III. School Psychology Quarterly, 19(1), 72-87.
• Taub, G., McGrew, K, & Witta, E. (2004). A confirmatory analysis of the factor structure and cross-age invariance of the Wechsler Adult Intelligence Scale-Third Edition. Psychological Assessment, 16, 85-89.
• Floyd, R. G., Evans, J. J., & McGrew, K. S. (2003).  Relations between measures of Cattell-Horn-Carroll (CHC) cognitive abilities and mathematics achievement across the school-age years. Psychology in the Schools, 40(2), 155-171.
• Evans, J., Floyd, R., McGrew, K. & Leforgee, M. (2002).  The relations between measures of Cattell-Horn-Carroll (CHC) cognitive abilities and reading achievement during childhood and adolescence.  School Psychology Review, 31(2), 246-262.
• Vanderwood, M. L., McGrew, K. S., Flanagan, D. P., & Keith, T. Z. (2002).  The contribution of general and specific cognitive abilities to reading achievement. Learning and Individual Differences, 13, 159-188.

Adaptive Behavior and Personal Competence Research (select articles)

• Thompson, J. R., McGrew, K. S., & Bruininks, R. H. (2002).  Pieces of the puzzle. Measuring the personal competence and support needs of persons with intellectual disabilities. Peabody Journal of Education, 77(2), 23-29.
• Thompson, J., McGrew, K. & Bruininks, R. (1999).  Adaptive and maladaptive behavior.  Functional and structural characteristics.  In R. L. Schalock & D Braddock (Eds), Adaptive behavior and its measurement: Implications for the field of mental retardation(pp. 15-42).  Washington, DC.  American Association on Mental Retardation.
• Widaman, K. & McGrew K., (1996).  The structure of adaptive behavior.  In J.W. Jacobson & J.A. Mulick (Eds.), Manual of diagnosis and professional practice in mental retardation (pp. 97-110).  Washington, D.C.  American Psychological Association.
• McGrew, K., Bruininks, R., & Johnson, D. (1997).  Confirmatory factor analysis investigation of Greenspan's model of personal competence.  American Journal on Mental Retardation, 100(5) 533-545.
• Greenspan, S., & McGrew, K. (1996).  Response to Mathias and Nettlebeck on the structure of competence.  Need for theory-based methods to test theory-based questions.  Research in Developmental Disabilities, 17, 145-152.
• Bruininks, R., Chen, T., Lakin, C., & McGrew, K. (1992).  Components of personal competence and community integration for persons with mental retardation in small residential programs. Research in Developmental Disabilities, 13, 463-479.
• Ittenbach, R., Spiegel, A., McGrew, K., & Bruininks, R.  (1992). A confirmatory factor analysis of early childhood ability measures within a model of personal competence.  Journal of School Psychology, 30, 307-323.
• McGrew, K., Bruininks, R., & Thurlow, M. (1992). Relationship between measures of adaptive functioning and community adjustment for adults with mental retardation. Exceptional Children, 58, 517-529.
• McGrew, K., Ittenbach, R., Bruininks, R., & Hill, B. (1991). Factor structure of maladaptive behavior across the lifespan for persons with mental retardation. Research in Developmental Disabilities, 12, 181-199.
• McGrew, K., & Bruininks, R. (1990).  Defining adaptive and maladaptive behavior within a model of personal competence. School Psychology Review, 19, 53-73.
• McGrew, K., & Bruininks, R. (1989).  The factor structure of adaptive behavior. School Psychology Review, l8, 64-8l.
• Bruininks, R., McGrew, K., & Maruyama, G. (1988).  Structure of adaptive behavior in samples with and without mental retardation.  American Journal on Mental Retardation, 95(3), 265-272.

Disability Specific Research (select articles)

• Thompson, J. R., McGrew, K. S., Johnson, D. R., & Bruininks, R. H. (2000). Refining a multidimensional  model of community adjustment through an analysis of post-school follow-up data. Exceptionality, 8(2), 73-99.
• McGrew, K., Johnson, D., & Bruininks, R. (1994).  Factor analysis of community adjustment outcome measures for young adults with mild to severe disabilities.  Journal of Psychoeducational Assessment, 12, 55-66.
• Ittenbach, R., Bruininks, R.H., Thurlow, M., & McGrew, K. (1993).  Community integration of young adults with mental retardation. A multivariate analysis of adjustment. Research in Developmental Disabilities, 14, 275-290.
• McGrew, K., Bruininks, R., Thurlow, M., & Lewis, D. (1992).  Empirical analysis of multidimensional measures of community adjustment for young adults with mental retardation.  American Journal on Mental Retardation, 96, 475-487.