Baumann, J.F. (2009). Intensity in vocabulary instruction and effects on reading comprehension. Topics in Language Disorders, 29(4), 312–328. 310.1097/TLD.1090b1013e3181c1029e1022.
Benedict, R. (1997). Brief Visuospatial Memory Test – Revised: Professional manual. Odessa, FL: Psychological Assessment Resources, Inc.
Benedict, R.H.B., Schretlen, D., Groninger, L., Dobraski, M., & Shpritz, B. (1996). Revision of the Brief Visuospatial Memory Test: Studies of normal performance, reliability, and validity. Psychological Assessment, 8(2), 145–153.
Boone, K.B., Lu, P., & Wen, J. (2005). Comparison of various RAVLT scores in the detection of noncredible memory performance. Archives of Clinical Neuropsychology, 20(3), 301–319.
Broadley, M.E. (1994). Your natural gifts: How to recognize and develop them for success and self-fulfillment. McLean, VA: EPM Publications.
Burton, C.L., Strauss, E., Hultsch, D.F., & Hunter, M.A. (2006). Cognitive functioning and everyday problem solving in older adults. Clinical Neuropsychologist, 20(3), 432–452.
Cattell, R.B. (1987). Intelligence: Its structure, growth and action. Amsterdam: Elsevier.
Catts, H.W., Fey, M.E., Tomblin, J.B., & Zhang, X. (2002). A longitudinal investigation of reading outcomes in children with language impairments. Journal of Speech, Language, and Hearing Research, 45(6), 1142–1157.
Chiappe, P., Siegel, L.S., & Gottardo, A. (2002). Reading-related skills of kindergartners from diverse linguistic backgrounds. Applied Psycholinguistics, 23(01), 95–116.
Dale, E., & O’Rourke, J. (1976). The living word vocabulary: The words we know: A national vocabulary inventory. Elgin, IL: Field Enterprises Educational Corp.
Deyo, R.A., Diehl, A.K., Hazuda, H., & Stern, M.P. (1985). A simple language-based acculturation scale for Mexican Americans: Validation and application to health care research. American Journal of Public Health, 75(1), 51–55.
Dunn, D.M., & Dunn, L.M. (2007). PPVT-4: Peabody picture vocabulary test (4th ed.). Minneapolis: Pearson.
Fenson, L., Dale, P.S., Reznick, J.S., Bates, E., Thal, D.J., & Pethick, S.J. (1994). Variability in early communicative development. Monographs of the Society for Research in Child Development, 59(5), 1–173.
Gershon, R.C. (1988). Index of words in the Johnson O’Connor Research Foundation, Inc. Vocabulary Item Bank (Technical report 1988-3). New York, NY: Johnson O’Connor Research Foundation Human Engineering Laboratory.
Gershon, R.C., Cella, D., Fox, N.A., Havlik, R.J., Hendrie, H.C., & Wagster, M.V. (2010). Assessment of neurological and behavioural function: The NIH Toolbox. Lancet Neurology, 9(2), 138–139.
Gershon, R.C., Slotkin, J., Manly, J.J., Blitz, D.L., Beaumont, J.L., Schnipke, D., Weintraub, S. (2013). NIH Toolbox Cognition Battery (CB): Measuring language (vocabulary comprehension and reading decoding). Chapter IV, Monographs of the Society for Research in Child Development, 78(4), 49–69.
Gleason, J.B., & Ratner, N.B. (2009). The development of language (7th ed., Boston: Pearson/Allyn and Bacon.
Golinkoff, R.M., & Hirsh-Pasek, K. (1999). How babies talk: The magic and mystery of language in the first three years of life. New York: Dutton.
Grober, E., & Sliwinski, M. (1991). Development and validation of a model for estimating premorbid verbal intelligence in the elderly. Journal of Clinical and Experimental Neuropsychology, 13(6), 933–949.
Hirsh-Pasek, K., & Golinkoff, R.M. (1996). The origins of grammar: Evidence from early language comprehension. Cambridge: MIT Press.
Jefferson, A.L., Gibbons, L.E., Rentz, D.M., Carvalho, J.O., Manly, J., Bennett, D.A., Jones, R.N. (2011). A life course model of cognitive activities, socioeconomic status, education, reading ability, and cognition. Journal of the American Geriatrics Society, 59(8), 1403–1411.
Kastner, J.W., May, W., & Hildman, L. (2001). Relationship between language skills and academic achievement in first grade. Perceptual and Motor Skills, 92(2), 381–390.
Linacre, J.M. (2005). A user's guide to WINSTEPS/MINISTEP: Rasch-model computer programs. Chicago, IL: Winsteps.
Mogilner, A. (1992). Children's writer’s word book. Cincinnati, OH: Writer’s Digest Books.
Nowinski, C.J., Victorson, D., Debb, S.M., & Gershon, R. (2013). Input on NIH Toolbox criteria: Surveying the end user research community. Neurology, 80(11 Suppl. 3), S7–S12.
Pae, H.K., Greenberg, D., & Williams, R.S. (2012). An analysis of differential response patterns on the Peabody Picture Vocabulary Test-IIIB in struggling adult readers and third-grade children. Reading and Writing, 25(6), 1239–1258.
Rasch, G. (1980). Probabilistic models for some intelligence and attainment tests. Chicago: University of Chicago Press.
Revicki, D.A., & Cella, D.F. (1997). Health status assessment for the twenty-first century: Item response theory, item banking and computer adaptive testing. Quality of Life Research, 6(6), 595–600.
Rey, A. (1958). L'Examen Clinique en Psychologie. Paris: Press Universitaire de France.
Ritchie, S.J., & Bates, T.C. (2013). Enduring links from childhood mathematics and reading achievement to adult socioeconomic status. Psychological Science, 24(7), 1301–1308.
Salthouse, T.A. (1988). Effects of aging on verbal abilities: Examination of the psychometric literature. In L.L. Light & D.M. Burke (Eds.), Language, memory, and aging (pp 17–35). New York: Cambridge University Press.
Scarborough, H.S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S.B. Neuman & D.K. Dickinson (Eds.), Handbook of early literacy research (pp 97–110). New York: Guilford Press.
Schmidt, F.L., & Hunter, J. (2004). General mental ability in the world of work: Occupational attainment and job performance. Journal of Personality and Social Psychology, 86(1), 162–173.
Smith, B.I., Smith, T.D., Taylor, L., & Hobby, M. (2005). Relationship between intelligence and vocabulary. Perceptual and Motor Skills, 100(1), 101–108.
University of Western Australia School of Psychology. (2011). MRC Psycholinguistic Database. Retrieved from http://www.psych.rl.ac.uk
Victorson, D., Manly, J., Wallner-Allen, K., Fox, N., Purnell, C., Hendrie, H.C., Gershon, R.C. (2013). Using the NIH Toolbox in special populations: Considerations for the assessment of pediatric, geriatric, culturally diverse, non-English speaking and disabled individuals. Neurology, 80(11 Suppl. 3), S13–S19.
Weintraub, S., Dikmen, S.S., Heaton, R.K., Tulsky, D.S., Zelazo, P.D., Bauer, P.J., Gershon, R.C. (2013). Cognition assessment using the NIH Toolbox. Neurology, 80(11 Suppl. 3), S54–S64.
Weintraub, S., Dikmen, S.S., Heaton, R.K., Tulsky, D.S., Zelazo, P.D., Slotkin, J., Gershon, R. (2014). The cognition battery of the NIH Toolbox for assessment of neurological and behavioral function: Validation in an adult sample. Journal of the International Neuropsychological Society.
Wilkinson, G.S., & Robertson, G.J. (2006). WRAT 4: Wide range achievement test professional manual. Lutz, FL: Psychological Assessment Resources, Inc.
Wolf, M.S., Curtis, L.M., Wilson, E.A., Revelle, W., Waite, K.R., Smith, S.G., Baker, D.W. (2012). Literacy, cognitive function, and health: Results of the LitCog study. Journal of General Internal Medicine, 27(10), 1300–1307.