Research Articles

Keith, T. Z., Fine, J. G., Reynolds, M. R., Taub, G. E., & Kranzler, J. H. (in press). Hierarchical, multi-sample, confirmatory factor analysis of the Wechsler Intelligence Scale for Children—Fourth edition: What does it measure? School Psychology Review.

Keith, T. Z., & Diamond-Hallam, C., & Fine, J. G. (2004). Longitudinal effects of in-school and out-of-school homework on high school grades. School Psychology Quarterly, 19 , 187-211.

Francis, D. J., & Keith, T. Z. (2004). Social skills of home schooled and conventionally schooled children: A comparison study. The Home School Researcher, 16 , 15-24.

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.

Shermis, M. D., Koch, C. M., Page, E. B., Keith, T. Z., & Harrington, S. (2002). Trait ratings for automated essay grading. Educational and Psychological Measurement, 62 , 5-18. (featured article).

Quirk, K. J., Keith, T. Z., & Quirk, J. T. (2001). Employment during high school and student achievement: Longitudinal analysis of national data. Journal of Educational Research, 95 , 4-10.

Keith, T. Z., Kranzler, J. H., & Flanagan, D. P. (2001). What does the Cognitive Assessment (CAS) measure? Joint confirmatory factor analysis of the CAS and the Woodcock-Johnson Tests of Cognitive Ability (3 rd Edition). School Psychology Review, 30 , 89-119.

Kranzler, J. H., Keith, T. Z., & Flanagan, D. P. (2000). Independent examination of the factor structure of the cognitive assessment system (CAS): Further evidence challenging the construct validity of the CAS. Journal of Psychoeducational Assessment, 18 , 143-159.

Bracken, B. A., Bunch, S., Keith, T. Z., & Keith, P. B. (2000). Child and adolescent multidimensional self-concept: A five instrument factor analysis. Psychology in the Schools, 37 , 483-493.

Francis, D. J., & Keith, T. Z. (2000). Self-esteem and home schooling socialization research: A work in progress. The Home School Researcher, 14 (3), 1-9.

Keith, T. Z. (2000). Research in school psychology: What can the future hold? School Psychology Review, 29 , 604-605.

Keith, T. Z. (2000). Research methods for profile analysis: Introduction to the special issue. School Psychology Quarterly, 15 , 373-375.

Keith, T. Z., Quirk, K. J., Schartzer, C., & Elliott, C. D. (1999). Construct bias in the Differential Ability Scales? Confirmatory and hierarchical factor structure across three ethnic groups. Journal of Psychoeducational Assessment, 17 , 249-268.

Keith, T. Z., & Kranzler, J. H. (1999). The absence of structural fidelity precludes construct validity: Rejoinder to Naglieri on what the Cognitive Assessment System does and does not measure. School Psychology Review, 28 , 303-321.

Keith, T. Z. (1999). Effects of general and specific abilities on student achievement: Similarities and differences across ethnic groups. School Psychology Quarterly, 14 , 239-262.

Kranzler, J. H., & Keith, T. Z. (1999). Independent confirmatory factor analysis of the Cognitive Assessment System (CAS): What does the CAS measure? School Psychology Review, 28 , 117-144. [Winner, Best Article Award, 2000. Also see Naglieri, J. N. (1999). How valid is the PASS theory and CAS? School Psychology Review, 28 , 145-162 and Keith, T. Z., & Kranzler, J. H. (1999). The absence of structural fidelity precludes construct validity: Rejoinder to Naglieri on what the Cognitive Assessment System does and does not measure. School Psychology Review, 28 , 303-321.]

Keith, T. Z., Keith, P. B., Quirk, K. J., Sperduto, J., Knowles, S. S., & Killings, S. (1998). Longitudinal effects of parent involvement on high school grades: Similarities and differences across gender and ethnic groups. Journal of School Psychology, 36 , 335-363. [Winner, Best Article Award, 1999]

Keith, T. Z. (1998). Research design and methodology: Introduction to a new section of School Psychology Quarterly , School Psychology Quarterly, 13 , 332-333.

McGrew, K. S., Flanagan, D. P., Keith, T. Z., & Vanderwood, M. (1997). Beyond g : The impact of Gf-Gc specific cognitive abilities research on the future use and interpretation of intelligence test batteries in the schools. School Psychology Review, 26 , 189-210.

Anderson, E. S., & Keith, T. Z. (1997). A longitudinal test of a model of academic success for at-risk high school students. Journal of Educational Research, 90 , 259-268.

Keith, T. Z., Keith, P. B., Quirk, K. J., Cohen-Rosenthal, E., & Franzese, B. (1996). Effects of parental involvement for students who attend school in rural America : Structural equation modeling with national data. Journal of Research in Rural Education, 12 , 55-67.

Keith, T. Z. (1997). What does the WISC-III measure? A reply to Carroll and Kranzler. School Psychology Quarterly, 12 , 117-118.

Keith, T. Z., & Witta, L. (1997). Hierarchical and cross-age confirmatory factor analysis of the WISC-III: What does it measure? School Psychology Quarterly, 12 , 89-107. [Also see Carroll, J. B. (1997). Commentary on Keith and Witta's hierarchical and cross-age confirmatory factor analysis of the WISC-III, 108-109, Kranzler, J. H. (1997). What does the WISC-III measure? Comments on the relationship between intelligence, working memory capacity, and information processing speed and efficiency, 110-116, and Keith, T. Z. (1997). What does the WISC-III measure? A reply to Carroll and Kranzler, 117-118, in the same issue of the journal.]

Keith, T. Z., Fugate, M. H., DeGraff, M., Diamond, C. M., Shadrach, E. A., & Stevens, M. L. (1995). Using multi-sample confirmatory factor analysis to test for construct bias: An example using the K-ABC. Journal of Psychoeducational Assessment, 13 , 347-364.

Benson, M. J., Curtner-Smith, M. E., Collins, W. A., & Keith, T. Z. (1995). The structure of family perceptions among adolescents and their parents: Individual satisfaction factors and family system factors. Family Process, 34 , 323-336.

Bickley, P. G., Keith, T. Z., & Wolfle, L. M. (1995). The three-stratum theory of cognitive abilities: Test of the structure of intelligence across the life span. Intelligence, 20 , 309-328.

Singh, K., Bickley, P. G., Trivette, P. S., Keith, T. Z., Keith, P. B., & Anderson, E. S. (1995). The effects of four components of parental involvement on eighth grade student achievement: Structural analysis of NELS-88 data. School Psychology Review, 24 , 299-317.

Cool, V. A., Yarbrough, D. B., Patton, J. E., Runde, R., & Keith, T. Z. (1994). Experimental effects of radio and television distractors on children's study behavior and performance with mathematics and reading assignments. Journal of Experimental Education, 62 , 181-194.

Keith, P. B. & Lichtman, M. (1994). Does parental involvement influence the academic achievement of Mexican-American eighth graders? Results from the National Education Longitudinal Study. School Psychology Quarterly, 9 , 256-273.

Keith, T. Z. (1994). Intelligence is important, intelligence is complex. School Psychology Quarterly, 9 , 209-221.

Keith, P. B. (1994). Home-school collaboration: An attitude and activity. The School Psychologist . 22 , 14,19.

Keith, P. B. (1993). Effects of parental involvement on Mexican-American eighth grade students' academic achievement: A structural equations analysis. 1992 Outstanding doctoral dissertation awards . Center for Evaluation, Development, and Research, (pp. 63-69). Phi Delta Kappa: ID.

Keith, T. Z., Keith, P. B., Troutman, G. C., Bickley, P. G., Trivette, P. S., & Singh, K. (1993). Does parental involvement affect eighth grade student achievement? Structural analysis of national data. School Psychology Review, 22 , 474-496.

Arditti, J. A., & Keith, T. Z. (1993). Visitation frequency, child support payment, and the father-child relationship postdivorce. Journal of Marriage and The Family, 55 , 699-712.

Keith, P. B. & Fortune J. (1993). Are there enough to go around? Federal preschool programs. J ournal of Management Systems: Educational Programs, 11, (2), 121-135.

Keith, T. Z. (1993). Latent variable structural equations modeling: LISREL in special education research. Remedial and Special Education, 14 (6), 36-46.

Keith, T. Z., & Benson, M. J. (1992). Effects of manipulable influences on high school grades across five ethnic groups. Journal of Educational Research, 86 , 85-93.

Keith, T. Z., & Cool, V. A. (1992). Testing models of school learning: Effects of quality of instruction, motivation, academic coursework, and homework on academic achievement. School Psychology Quarterly, 7 , 207-226. [Winner, Best Article Award, 1993]

Cool, V. A., & Keith, T. Z. (1991). Testing a model of school learning: Direct and indirect effects on academic achievement. Contemporary Educational Psychology, 16 , 28-44.

Keith, T. Z. (1990). Confirmatory and hierarchical confirmatory analysis of the Differential Ability Scales. Journal of Psychoeducational Assessment, 8 , 391-405.

Keith, T. Z. (1990). Guest editor's comments: Research methods in school psychology II. School Psychology Review, 19 , 223.

Eberhart, S. W., & Keith, T. Z. (1989). Self-concept and locus of control: Are they causally related in secondary students? Journal of Psychoeducational Assessment, 7 , 14-30.

Keith, T. Z. (1988). Using path analysis to test the importance of manipulable influences on school learning. School Psychology Review, 17 , 637-643.

Keith, T. Z., Cool, V. A., Novak, C. G., White, L. J., & Pottebaum, S. M. (1988). Confirmatory factor analysis of the Stanford-Binet Fourth Edition: Testing the theory--test match. Journal of School Psychology, 26 , 253-274.

Frank, A. R., Keith, T. Z., & Steil, D. A. (1988). Training needs of special education paraprofessionals. Exceptional Children, 55 , 253-258.

Keith, T. Z. (1988). Research methods in school psychol­ogy: An overview. School Psychology Review, 17 , 502-520.

Keith, T. Z. (1988). Path analysis: An introduction for school psychologists. School Psychology Review, 17 , 343-362.

Keith, T. Z. (1988). Guest editor's comments: Research methods in school psychology. School Psychology Review, 17 , 635-636.

Keith, T. Z. (1987). Assessment research: An assessment and recommended interventions. School Psychology Review, 16 , 276-289.

Frank, A. R., Wacker, D. P., Keith, T. Z., & Sagen, T. K. (1987). Effectiveness of a spelling study procedure for learning disabled students. Learning Disabilities Research, 2 (2), 110-118.

Keith, T. Z., & Novak, C. G. (1987). Joint factor structure of the WISC-R and K-ABC for referred school children. Journal of Psychoeducational Assessment, 4 , 370-386.

Fehrmann, P. G., Keith, T. Z., & Reimers, T. M. (1987). Home influence on school learning: Direct and indirect effects of parental involvement on high school grades. Journal of Educational Research, 80 , 330-337.

Ehly, S. W., Keith, T. Z., & Bratton, B. (1987). The benefits of tutoring: An exploration of expectancy and outcomes. Contemporary Educational Psychology, 12 , 131-134.

Keith, T. Z., Harrison, P. L., & Ehly, S. W. (1987). Effects of adaptive behavior on achieve­ment: Path analysis of a national sample. Professional School Psychology, 2 , 205-215.

Keith, T. Z., Fehrmann, P. G., Harrison, P. L., & Pottebaum, S. M. (1987). The relation between adaptive behavior and intelligence: Testing alternative explanations. Journal of School Psychology, 25 , 31-43. (Also see Erratum, 27 , 3.)

Ehly, S. W., Reimers, T. M., & Keith, T. Z. (1986). Discriminant validity of the PIC-S: Can it identify learning disabled children? Learning Disabilities Research, 2 (1), 26-31.

Ehly, S. W., Keith, T. Z., Reimers, T. M., & Dekrey, S. J. (1986). Personality Inventory for Children - Short Form: Useful for educational screening? Journal of Psychoeducational Assessment, 4 , 203-210.

Keith, T. Z., Reimers, T. M., Fehrmann, P. G., Pottebaum, S. M., & Aubey, L. W. (1986). Parental involvement, homework, and TV time: Direct and indirect effects on high school achievement. Journal of Educational Psychology, 78 , 373-380.

Keith, T. Z. (1986). Factor structure of the K-ABC for referred school children. Psychology in the Schools, 23 , 241-246.

Keith, T. Z., Pottebaum, S. M., & Eberhart, S. (1986). Effects of self-con­cept and locus of control on achievement: A large-sample path analysis. Journal of Psychoeducational Assessment, 4 , 61-72.

Pottebaum, S. M., Keith, T. Z., & Ehly, S. (1986). Is there a causal relation between self-concept and academic achievement? Journal of Educational Research, 79 , 140-144.

Keith, T. Z., & Page, E. B. (1985). Homework works at school: National evidence for policy changes. School Psychology Review, 14 , 351-359.

Keith, T. Z., & Page, E. B. (1985). Do Catholic high schools improve minority student achievement? American Educational Research Journal, 22 , 337-349. [Used as a research example in Tatsuoka, M.M., & Lohnes, P. R. (1988). Multivariate analysis: Techniques for educational and psychological research , (pp. 60-61). New York : Macmillan. Reprinted in E. J. Nussel & J. Kretovics (Eds.), Revitalizing urban schools . Needham Hts., MA: Allyn Bacon.]

Keith, T. Z. (1985). Questioning the K-ABC: What does it measure? School Psychology Review, 14 , 9-20.

Keith, T. Z., Page, E. B., & Roberson, S. D. (1984). Aspiration and causal research: Response to Dole. Educational Researcher, 13 (2), 22-23.

Frank, A. R., & Keith, T. Z. (1984). Academic abilities of persons entering and remaining in special education. Exceptional Children, 51 , 76-77.

Keith, T. Z., & Dunbar, S. B. (1984). Hierarchical factor analysis of the K-ABC: Testing alternate models. The Journal of Special Education, 18 , 367-375.

Roberson, S. D., Keith, T. Z., & Page, E. B. (1983). Now who aspires to teach? Educational Researcher, 12 (6), 13-21.

Page, E. B., & Keith, T. Z. (1982). Curriculum, intelligence, and causal research: Responses to Sherman and Schulte, and to Travers. Educational Researcher, 11 (4), 25-26.

Keith, T. Z. (1982). Time spent on homework and high school grades: A large-sample path analysis. Journal of Educational Psychology, 74 , 248-253.

Page, E. B., & Keith, T. Z. (1981). Effects of U.S. private schools: A technical analysis of two recent claims. Educational Researcher, 10 (7), 7-17. [Also see Coleman, J. S. (1981). Response to Page and Keith, 18-20, and Page, E. B. (1981). The media, technical analysis and the data feast: A response to Coleman, 21-23, both in the same issue of this journal.]

Keith, T. Z., & Bolen, L. M. (1980). Factor structure of the McCarthy Scales for children experiencing problems in school. Psychology in the Schools, 17 , 320-326.

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