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Psychology

D-Index
35
Citations
4969
World Ranking
9889
National Ranking
5217

Research.com Recognitions

  • 2014 - Fellow of the American Psychological Association (APA)

Overview

Randy G. Floyd is affiliated with the University of Memphis in the United States and has contributed extensively to the field of psychology, with a particular emphasis on developmental and educational psychology, clinical psychology, and experimental and cognitive psychology. Their work spans 42 publications primarily within psychology and its subfields.

The scientist's research covers a variety of topics, including child and adolescent psychosocial and emotional development, educational and psychological assessments, counseling practices and supervision, cognitive abilities and testing, behavioral health and interventions, behavioral and psychological studies, as well as reading and literacy development.

Some of the most frequent publication venues for Randy G. Floyd's work are School Psychology, Contemporary School Psychology, and the Journal of School Psychology, with additional contributions to Psychology in the Schools and PsycEXTRA Dataset.

Their recent papers include the following:

  • How Do School Psychologists Interpret Intelligence Tests for the Identification of Specific Learning Disabilities? (2020, Contemporary School Psychology)
  • Past, present, and future of research in school psychology: The biopsychosocial ecological model as an overarching framework. (2020, School Psychology)
  • Methods for addressing publication bias in school psychology journals: A descriptive review of meta-analyses from 1980 to 2019 (2021, Journal of School Psychology)
  • Determining journal article citation classics in school psychology: An updated bibliometric analysis using Google Scholar, Scopus, and Web of Science (2021, Journal of School Psychology)
  • Do Cattell-Horn-Carroll Cognitive Abilities Predict Reading Achievement Similarly for Black Children as for Other Racial/Ethnic Groups? (2021, Contemporary School Psychology)

Randy G. Floyd collaborates frequently with several scholars, including:

  • Patrick J. McNicholas
  • John H. Kranzler
  • Morgan C. Huenergarde
  • Bryn Harris
  • Sequoya A Fitzpatrick

The scientist has been recognized as a Fellow of the American Psychological Association (APA) since 2014. This distinction acknowledges their contributions within the field.

Best Publications

  • Differential Competencies Contributing to Children's Comprehension of Narrative and Expository Texts

    Rachel M. Best;Randy G. Floyd;Danielle S. Mcnamara

  • Relations between measures of Cattell-Horn-Carroll (CHC) cognitive abilities and mathematics achievement across the school-age years

    Randy G. Floyd;Jeffrey J. Evans;Kevin S. McGREW

  • The Relations Between Measures of Cattell-Horn-Carroll (CHC) Cognitive Abilities and Reading Achievement During Childhood and Adolescence

    Jeffrey J. Evans;Randy G. Floyd;Kevin S. McGrew;Maria H. Leforgee

  • Effects of general and broad cognitive abilities on mathematics achievement.

    Gordon E. Taub;Timothy Z. Keith;Randy G. Floyd;Kevin S. Mcgrew

  • Comprehension challenges in the fourth grade: The roles of text cohesion, text genre, and readers’ prior knowledge

    Danielle S. McNamara;Yasuhiro Ozuru;Randy G. Floyd

  • Test use and assessment practices of school psychologists in the United States: Findings from the 2017 National Survey.

    Nicholas F. Benson;Randy G. Floyd;John H. Kranzler;Tanya L. Eckert

  • State learning disability eligibility criteria: A comprehensive review.

    Kathrin E. Maki;Randy G. Floyd;Triche Roberson

  • Cattell-Horn-Carroll cognitive abilities and their effects on reading decoding skills: g has indirect effects, more specific abilities have direct effects.

    Randy G. Floyd;Timothy Z. Keith;Gordon E. Taub;Kevin S. McGrew

  • THE RELATIVE CONTRIBUTIONS OF THE CATTELL-HORN-CARROLL COGNITIVE ABILITIES IN EXPLAINING WRITING ACHIEVEMENT DURING CHILDHOOD AND ADOLESCENCE

    Randy G. Floyd;Kevin S. McGrew;Jeffrey J. Evans

  • Measurement Properties of Indirect Assessment Methods for Functional Behavioral Assessment: A Review of Research.

    Randy G. Floyd;Robin L. Phaneuf;Susan M. Wilczynski

  • Assessing Intelligence in Children and Adolescents: A Practical Guide

    John H. Kranzler;Randy G. Floyd

  • HOW DO EXECUTIVE FUNCTIONS FIT WITH THE CATTELL-HORN-CARROLL MODEL? SOME EVIDENCE FROM A JOINT FACTOR ANALYSIS OF THE DELIS-KAPLAN EXECUTIVE FUNCTION SYSTEM AND THE WOODCOCK-JOHNSON III TESTS OF COGNITIVE ABILITIES

    Randy G. Floyd;Renee Bergeron;Gloria Hamilton;Gilbert R. Parra

  • Examining the integrity of measurement of cognitive abilities in the prediction of achievement: Comparisons and contrasts across variables from higher-order and bifactor models

    Nicholas F. Benson;John H. Kranzler;Randy G. Floyd

  • CATTELL-HORN-CARROLL BROAD COGNITIVE ABILITY PROFILES OF LOW MATH ACHIEVERS

    Briley E. Proctor;Randy G. Floyd;Renee B. Shaver

  • Preliminary Evidence of the Technical Adequacy of the Preschool Numeracy Indicators.

    Randy G. Floyd;Robin Hojnoski;Jennifer Key

  • Validation and Decision Accuracy of Early Numeracy Skill Indicators

    Scott A. Methe;John M. Hintze;Randy G. Floyd

  • The Exchangeability of IQs: Implications for Professional Psychology

    Randy G. Floyd;M. H. Clark;William R. Shadish

  • World knowledge driving young readers' comprehension difficulties

    Danielle S. McNamara;Randy G. Floyd;Rachel Best;Max Louwerse

  • Strategies and attributes of highly productive scholars and contributors to the school psychology literature: recommendations for increasing scholarly productivity.

    Rebecca S. Martínez;Randy G. Floyd;Luke W. Erichsen

  • Classification agreement analysis of Cross-Battery Assessment in the identification of specific learning disorders in children and youth

    John H. Kranzler;Randy G. Floyd;Nicholas Benson;Brian Zaboski

  • A review of the Beck Youth Inventories of Emotional and Social Impairment

    Jillayne E. Bose-Deakins;Randy G. Floyd

  • Test Review: Wechsler Abbreviated Scale of Intelligence, Second Edition.

    Sarah M. Irby;Randy G. Floyd

Frequent Co-Authors

John H. Kranzler
John H. Kranzler University of Florida
Kevin S. McGrew
Kevin S. McGrew University of Minnesota
Timothy Z. Keith
Timothy Z. Keith The University of Texas at Austin
Tanya L. Eckert
Tanya L. Eckert Syracuse University
Christopher H. Skinner
Christopher H. Skinner University of Tennessee at Knoxville
Melissa A. Bray
Melissa A. Bray University of Connecticut
Sterett H. Mercer
Sterett H. Mercer University of British Columbia
Robert A. Neimeyer
Robert A. Neimeyer University of Memphis
Arthur C. Graesser
Arthur C. Graesser University of Memphis
Michelle K. Demaray
Michelle K. Demaray Northern Illinois University

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