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Psychological Assessment|June 30, 2004
Temporal stability of WISC-III subtest composite: strengths and weaknessesMarley W Watkins, Gary L CanivezJournal of Learning Disabilities|June 25, 2014
Structural Validity of the WISC-IV for Students With Learning DisabilitiesKara M Styck, Marley W WatkinsJournal of School Psychology|June 10, 2015
The research impact of school psychology facultyMarley W Watkins, Christina Y Chan-ParkSchool Psychology (Washington, D.C.)|November 1, 2019
Confirmatory factor analyses of the Baylor Revision of the Motivation to Read Survey (B-MRS) with middle school studentsKara M Styck, Victor Villarreal, Marley W WatkinsPsychological Assessment|February 3, 2015
Structure of the Woodcock-Johnson III cognitive tests in a referral sample of elementary school studentsTracy Strickland, Marley W Watkins, Linda C CaterinoPsychological Assessment|November 6, 2013
Whose IQ is it?--Assessor bias variance in high-stakes psychological assessmentPaul A McDermott, Marley W Watkins, Anna M RhoadPsychological Assessment|November 17, 2015
Factor structure of the Wechsler Intelligence Scale for Children-Fifth Edition: Exploratory factor analyses with the 16 primary and secondary subtestsGary L Canivez, Marley W Watkins, Stefan C DombrowskiPsychological Assessment|April 3, 2013
Structural and incremental validity of the Wechsler Adult Intelligence Scale-Fourth Edition with a clinical sampleJason M Nelson, Gary L Canivez, Marley W WatkinsPsychological Assessment|March 17, 2005
ADHD and college students: exploratory and confirmatory factor structures with student and parent dataJoseph J Glutting, Eric A Youngstrom, Marley W WatkinsThe British Journal of Educational Psychology|June 6, 2018
Construct validity of the Wechsler Intelligence Scale For Children - Fifth UK Edition: Exploratory and confirmatory factor analyses of the 16 primary and secondary subtestsGary L Canivez, Marley W Watkins, Ryan J McGillPageof 5