INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH Chair of Editorial Board L. ANDERSON Editorial Board E. DE CORTE, G. MASTERS and A. SCHLEICHER Supplement to the International Journal of Educational Research Volume 25 Index PERGAMON SUBJECT INDEX Ability assessment 170 profile testing 175 Ability grouping 189 training 186 achievement, meta-analysis 650 Australia, school-parent-community links 45-52, 87-90 Ability models 107-198 Austria, parent involvement 9-23 achievement 165 Burt 119 Carroll 127 Banks, vocational training 395 Cattell-Horn 122 Baysview community, home-school connections 47 Guilford 122 Books, Olympians 514 Gustafsson 124 Burt’s model of cognitive abilities 119, 161, 164 implications foreducation 169 implications for educational policy 181 implications for teaching and learning 181 Canada, student outcome indicators 219-228 methodology 127 Capture errors 445 Spearman 119 Carroll’s model of cognitive abilities Thurston 121 assessment of broad abilities 170 Vernon 120 auditory reception 147 Ability training, implications of Carroll’s model of cognitive speed 150, 175 cognitive ability 185 educational significance of abilities 170 Academic competitions 480, 560 evaluation 160 Accelerated instruction, achievement, hierarchical model 157 meta-analysis 649 higher-order factors 154 Achievement idea production 149 ability models 165 implications for education 169 meta-synthesis implications for educational policy 189 methods 613-624 implications for teaching and learning 181 substantive results 635-646 knowledge and achievement 152, 177 Activity system 461 language 139 Adaptive Control of Thought (ACT) cognitive design memory and learning 143 system 410, 412,413 methodological procedures 127 Adaptive teaching, implications of Carroll’s model of reanalysis of datasets 131 cognitive abilities 183 reasoning 142 Administrators, school, training to use information three-stratum theory 159, 160 systems 351-358 visual perception 146 Adult education 282 Cattell-Horn model of cognitive abilities 122, 125, 161, Age, teachers, international comparisons 275, 276 163 All-Russian Unattended Math School (AUMS) 557 Cattell’s Scree test 129, 132 American High School Mathematics Examination Centre on Families 3, 4, 76 (AHSME) _ 565, 566 Characteristic Effect Sizes (Ch-MES) 619 American Math Olympiad 497-520 Chile Ancestry, meta-analysis 614 parent training project 53-65 Anderson’s Geometry Tutor 408 school-family relationships 90-94 Apprenticeship 389 China Asia-Pacific Math Olympiad 523, 525 Math Olympians Attending, ability 153 cross-cultural analysis 576-581 Attention deficit disorder, meta-analysis 604 nurturing factors 535-543 Attribution, Math Olympians 491 school system 13 cross-cultural analysis 577 Classroom instruction, implications of Carroll’s model of Taiwan 533 cognitive abilities 189 United States 503 Close reading tests 141 Auditory reception, Carroll’s factor model of cognitive Closure speed factor 147 ability 147 Coaching 456 learning difficulties 182 Coders, meta-analysis 621 Index Coding forms and manual, meta-analysis 616 causal models of reading comprehension 745-768 Cognitive abilities 107-198 Corporate identity 397 Burt’s model 119 Corporate training 383-385 Carroll’s model cognitive task analysis 403-415 implications for education 169 goals, employees and superiors 387-399 implications for educational policy 189 on-the-job training 449-462 implications for teaching and learning 181 past, present and future 465-470 methodological procedures 127 Criterion Level Mean Effect Size (CL-MES) 619, 639, outline and review 139 648 Cattell-Horn model 122 Cnitical success factors, information technology evaluation of models 125 systems 365 Guilford’s model 122 Cross-cultural analysis, math Olympiad 575-581 Gustafsson’s HILI model 124 Crossing boundaries 3,7 identification of 111 cross-national exchange 3,9, 75-104 componential analysis 116 home-school partnership in Scotland 25-32 factor analytic procedures 112 parent involvement in Austria and Taiwan 9-23 multidimensional scaling analysis 115 Cross-national instruments, Math Olympiad 485 Spearman’s model 119 Cross-national studies 3, 701 Thurstone’s model 121 conjunct analysis 705 Vernon’s model 120 IEA 202, 207 Cognitive development of expertise at work 405 ISERP 257-264 Cognitive speed 150,175 OECD INES 268-276, 279-288 learning difficulties 183 parent involvement in Austria and Taiwan 9-23 Cognitive styles 154 reading Cognitive task analysis (CTA) 384, 403, 408, 469 gender differences 769-780 cost-benefit 410,414 general causal models, conjunct analysis 745-767 knowledge varieties for 408, 412 IEA six subject survey 1970-71 707-715 selection of method 413 IEA reading literacy study 1990-91 715-723 varieties of systems 409 literacy 702 Communication ability factor, language 141 structural models, simultaneous analysis 725-742 Community-school-family collaboration school-family-community collaboration 75-104 Australia 47 simultaneous analysis 704 multinational study 75-104 Crystallized intelligence 123, 730, 784 Comparative educational research, reading 699-792 Curriculum development, implications of Carroll’s model conjunct analysis 705, 745-768 of cognitive abilities 193 gender differences 769-781 Curriculum interventions, achievement, IEA studies 707-723 meta-analysis 647, 648 simultaneous analysis 704, 725-743 Cyprus, parent involvement 33-42 Competitions, talent 480, 560 Czech Republic, school-family-community Componential analysis, cognitive abilities 116 collaboration 77 Comprehensive Ability Battery 172 Comprehensive schools 191 Comprehensive Test of Basic Skills (CTBS), DAPPFR procedure 130, 132 ISERP 261 Decision making, computer-assisted school information Computer-based education, meta-analysis 605 systems 328 Computer literacy, Math Olympians Declarative knowledge, task analysis 406, 408, 412 Taiwan 532 Deregulation, school-parent relations 70 United States 506, 507 Diagnostic testing, Carroll’s model of cognitive Computers, educational management 291 abilities 181 assessment of strategies for system Dictionary of Occupational Titles (DOT), task evaluation 361-370 analysis 407, 408, 414 Hong Kong, SAMA _ 297-306 Direct instruction, achievement, meta-analysis 650 New Zealand, implementation of SISs 335-349 Displacement errors 445, 446 New Zealand, MUSAC 307-321 Dropout rates staff handling of information 323-333 Canada 223,224 training school administrators 351-358 France 255 Concerns Based Adaption Model (CBAM) 336, 338, 348 Conductive home atmosphere 489, 491 Education ata Glance 280-286 Confirmatory factor analysis 115, 128, 725, 727, 730 Educational management, information Confusian values 12, 13 technology 291-296 Conjunct analysis, comparative education research 705 agenda for research 377-380 Index assessment of strategies for evaluation 361-371 Gender match hypothesis 776 New Zealand General plus group factor theory, cognitive implementation of SISs 335-349 abilities 119, 120 MUSAC 307-321 gfactor 163 staff handling of information 323-333 Gf-Gc theory 123 training school administrators 351-360 Gifted students, meta-analysis 651 Educational policy, implications of Carroll’s model of Gifted and Talented (G/T) Programs, cultural cognitive abilities 189 differences 578 Effectiveness, ISERP 258 Girls, Math Olympiad 567 Effect size, meta-analysis 605, 607, 618, 620, 631, 635, GOMS task analysis 409 639, 643, 648, 667-690 Goodness-of-fit indices, CFA 733 Elementary cognitive task factors (ECTs) 151, 160 Grade point average, Olympians 507 Employees’ goals, vocational training 390 Gross National Education Product 236 Enrollment 282 Guilford’s model of cognitive abilities 122, 125, 160, ERIC database, meta-analysis 591, 613, 627 163, 164 Error, learning from 419-446 Gustafsson’s HILI model of cognitive abilities 124, correction 422, 425, 427 134, 135 detection 422, 424, 427 practical implications 440 theory 423-440 Hierarchical factor models, reading comprehension 728 Evaluation, information technology systems 361-370 Hierarchical linear modelling (HLM) Examinations cojunct analysis, reading 705, 746-768, 785 France 252 gender differences in reading achievement 769-781 performance indicators in UK 239, 243 Hierarchical models of cognitive abilities 113, 119-126, Expert systems,CTA 409 157, 164 Expertise at work, cognitive development 405 Higher education Exploratory factor analysis 114 America 237 Carroll’s model of cognitive abilities 128 France 254 Externalisation 461 HILI model 124 Home-school partnership Australia 45-52, 87-90 Factor analysis, cognitive abilities 112 benefits 34 Carroll’s model 127, 139, 161 Chile 53-65, 90-94 Factor models constraints 35 cogitive abilities 119-126 Cyprus 35-42 reading comprehension 728 Czech Republic 77 reading literacy 729 Netherlands 67-73 Factual adjunct questions, meta-analysis 652 Portugal 81-87, 94, 97 Family Scotland 25-32 Inventory of Parental Influence 488, 498 Spain 79 Math Olympians Home-school transition, Chile, parent training China 536, 541, 576 project 53-65 Taiwan 526, 529, 576 Homework, parents and teachers attitudes 30, 31, 39 United States 498, 502, 576 Hong Kong role in learning 10 ISERP 260, 262 Family Math 566 SAMS 297-306 Financial indicators 281 Human performance technology systems 405, 460 Finland, sex differences in reading comprehension 770 Human resource utilization 460 Fisher Combined Test 598 Human Self-Improvement (HS) model 428 Fit indices, CFA 733 Fluency factors 149, 175 Fluid intelligence 122, 126, 730, 784 Idea production, Carroll’s factor model of cognitive France, indicator systems 249-256 abilities 149 Frostig Program, meta-analysis 652 learning difficulties 182 profile testing 175 IEA 207 Gender acceptability and validity of methods and achievement, meta-analysis 642, 654 instruments 213 mathematics achievement 567 competence building 215 reading comprehension across countries 769-781, coordination of international machinery 211 786 effectiveness studies 259 teachers, international comparisons 275, 276 evolution 209 IEA reading comprehension study 1970-715, 783 IEA 207-218 conjunct analysis 754-762 ISERP 257-264 gender differences 769-781 OECD INES 268-276, 279-288 instruments 709 teachers 267-277 simultaneous analysis 733-743 United Kingdom 239-246 target populations, sampling 712 United States 231-238 IEA reading literacy study 1990-91 715-723, 783 International Math Olympiad conjunct analysis 763-768 China 535 gender differences 769-781 Japan 545, 548, 549 instruments 716 Taiwan 523,525 simultaneous analysis 738-743 International Network of Scholars on Family, target populations, sampling 720 Community, School, Partnerships 3 Implementation, computer assisted SISs in New International School Effectiveness Research Program Zealand 336-349, 376 (ISERP) 257-264 Indicators of performance 201 International Science and Engineering Fair 480 Canada 219-228 International Standard Classification of Education France 249-256 (ISCED) 270 IEA 207-218 Interpersonal expectancy effect, meta-analysis 604 ISERP 257-264 Inventory of Parental Influence (IPI) 488, 498 OECD INES 268-276, 279-288 Item response theory 711 teachers 267-277 United Kingdom 239-246 United States 231-238 Japan, Math Olympiad 545-551 Information technology in educational management Job descriptions, task analysis 407 (ITEM) 291-296 Job instruction training (JIT) 452, 453 agenda for research 377-380 Job-related continuing education 282 assessment of strategies for evaluation 361-371 Junior Science and Humanities Symposium Hong Kong, SAMS_ 297-306 (ISHS) 480, 504 New Zealand Just-in-time training 458 implementation of SISs 335-349 MUSAC 307-321 staff handling of information 323-333 Key Stage assessments 239, 241 training school administrators 351-360 Knowledge working group 380(I) Carroll’s factor model of cognitive abilities Innovation 515, 373 profile testing 177 implementation 336 declarative 406, 408, 412 Inservice training, international comparisons 273 production 407, 412 Inspections Knowledge workers 467, 469 France 251, 253 performance indicatorsin UK 242 Intellect, functional organisation 124 Language, Carroll’s factor model of cognitive Intelligence, development and training 187 abilities 139 Intelligence tests 171 diagnostic application 182 Intelligent tutoring systems 441 profile testing 173 Intermediate Science Curriculum Study, training 185 meta-analysis 653 Learning, relative responsibility of family and Internalisation 461 school 10 International comparisons 701 Learning ability factors, Carroll’s model 145 conjunct analysis 705 Learning activities 461 reading Learning difficulties, Carroll’s model of cognitive gender differences 769-780 abilities 181 general causal models, conjunct analysis 745-767 Learning environment, Math Olympians 524 IEA six subject survey 1970-71 707-715 Learning fromerror 419-446 IEA reading literacy study 1990-91 715-723 error correction 422, 425, 427 literacy 702 error detection 422, 424, 427 structural models, simultaneous analysis 725-742 practical implications 440 simultaneous analysis 704 theory 423-440 International Indicators of Education Systems Learning models, meta-analysis 606 (INES) 268-276, 279-288 Learn-on-your-own, Olympians 514 International indicators of performance 201 Leittextmethode 461 Canada 219-228 Length estimation 147 France 249-256 Lewis structures 428 Vili Linear Structural Relations Analysis, simultaneous effect size tables 667 analysis 705, 731 gender and socioeconomic status 642 LISP Tutor 408 relationship between methodological characteristics LISREL, hierarchical models 125, 134 and effect sizes 643 LISREL8 for Windows, CFA 731 strongest predictors 641 Listening ability factors, language 142, 182 advantages 599 Listening comprehension, reanalysis of Carroll’s concept of 591-595 datasets 131 criticisms 600 Literacy, reading 702 development 597 conjunct analysis 763-768 effect size tables 667-690 factor models 729 future 601,655 gender differences 769-781 methodological characteristics 625-633, 655 simultaneous analysis 738-743 methods 613-624 Longitudinal Study of American Youth (LSAY) 479, criteria for inclusion and exclusion 615 487, 504 data management 623 procedures 620 study identification 661-666 Management unit of analysis 601 goals, vocational training 390 summarization studies 602-606 information technology 291-296 synthesis studies 606-612 assessment of strategies for evaluation 361-371 Meta-synthesis, achievement 592, 595, 597, 613-657 Hong Kong 297-306 Mincer function, PTHS, Chile 58 New Zealand 307-321, 335-349 Motivation, Olympians 519 staff handling of information 323-333 Multidimentional scaling procedures, cognitive training school administrators 351-360 abilities 115 Management-by-objectives 457 Multigroup confirmatory factor analysis 725 Managers Multinational study of school-family-community cognitive task analysis training 411 collaboration 75-104 school, information management 324 Massay University School Administration by Computer (MUSAC) 307-321, 335, 338 Nam-Powers Scale 493, 494 acquisitions and use patterns 312-318 National Assessment of Educational Progress 237 adaption 340, 342, 345 National Center for Education Statistics (NCES), implementation 339, 348 indicator development 231-238 origins 309 National Council for Vocational Qualification use 310-312, 341, 343, 346 (NCVQ) 245 Mastery learning, meta-analysis 649 National Curriculum 245 Matched teacher and student cognitive style, National Merit Examination 481, 504 meta-analysis 652 National Science Foundation (NSF) 479 Mathematical ability 156 Neale analysis 89 Mathematics Olympians 477 Negative outcome information 440 China 535-543 Nested factor models, reading comprehension 728 cross-cultural analysis 575-581 Netherlands development of academic talent, international home-school partnership 67-73 studies 479 583 ISERP 260, 262 development of cross-national instruments 485-495 New Zealand development of talent in schools 563-570 implementing computerised school information early identification of talent, US 497-520 systems 335-349 environmental influences, Taiwan 523-534 MUSAC school information system 307-321 Japan 545-551 Northern Ireland, indicator systems 245 Russia 553-561 Norway, ISERP 260, 262 Math Olympiad Summer Program (MOSP) 497, 513 Notetaking, achievement, meta-analysis 650 Memory, Carroll’s factor model of cognitive abilities 143, 144 learning difficulties 182 OECD profile testing 174 Indicators of Education Systems (INES) 268-276, training 186 279-288 Mentoring 521 Network C international survey on teachers 268-270 Meta-analysis Off-the-job training 458 achievement results 635 OFSTED 239 conclusions and implications 647 school inspections 242 differences in mean effect sizes among factors 639 Olympiad Competitions 481 Index Olympiad movement United States 231-238 China 535-543 Performance problems and solutions 383 cross-cultural analysis 575-581 Performance tables, United Kingdom 239, 240 development of cross-national instruments 485 Piagetian reasoning factors 143 development of mathematical talent in Portugal, school-family relationships 81-87, 94, 97 schools 563-570 Position Analysis Questionnaire (PAQ) 408, 409 Russia 553-561 Pragmatism, school-home partnerships 45 Taiwan 523-534 PRELIS2 731 On-site instruction 453 Problem solving, cognitive task analysis 406 On-site practice 453 Production knowledge, task analysis 407, 412 On-site study 453, 454 Productivity, Olympian 508-515 On-the-job training (OJT) 384, 449-462, 469 cultural differences 578 case studies 457 Productivity model 481, 482, 524, 593 cost effectiveness 455 meta-analysis 606, 619, 647, 654 forms of 452 Profile testing 173-178 importance 451 Project Transition from Home to School (PTHS) 53 theoretical perspectives 459 educational cost saving 58 Organisation, implications of Carroll’s model of cognitive institutionalisation benefit 61 abilities return of investment 64 socioeconomic benefits 55 Prose learning, meta-analysis 652 Paired Reading, home-school relations 87 Psychomotor abilities 153 Pan-Canadian Education Indicators Program PsychLIT, meta-analysis 613 (PCEIP) 221, 223 Pullout programs, gifted education, meta-analysis 651 Parents Pupil Files, MUSAC 313, 343, 344 Australia 45-52, 87-90 Austria 9-23 benefits of involvement 34 Reading Chile 53-65, 90-94 diagnostic application of Carroll’s model of constraints 35 ability 182 Cyprus 35-42 home-school relations 87 Czech Republic 77 international comparisons 783-787 Inventory of Parental Influence (IPI) 488, 498 gender differences 769-781, 786 Math Olympians general causal models using conjunct China 536, 541, 576 analysis 745-768 Taiwan 526, 528, 576 general structural models using simultaneous United States 498-501, 576 analysis 725-743 Netherlands 67-73 IEA study 1970-71 707-715 Portugal 81-87, 94, 97 IEA study 1990-91 715-723 Scotland 25-32 literacy 702 Spain 79 Reading comprehension, language 141, 185 Taiwan 9-23 Reading comprehension test 709 talent development 565 Reading speed test 709 Parents and Citizens Association 50 Reasoning, Carroll’s factor model of cognitive Parent training project, Chile 53-65 abilities 142 PARI task analysis 409 learning difficulties 182 Parsimony RNI 733, 735 profile testing 173 Participation indicators 282 training 186 Partnerships 4 Reflective practitioner 388 multinational study 75-104 Relative noncentrality index (RNI) 733, 735 school-parents-community 45 Religion school reform 5,25 Math Olympians 499 Performance, cognitive speed 150, 175 parental involvement in schools, Netherlands 68 Performance errors 420-446 Research paper competitions 480 Performance indicators 201 Resource and process indicators 281 Canada 219-228 Root Mean Square Error of Approximation France 249-256 (RMSEA) 733, 736 IEA 207-218 Russia, Olympiad movement 553-561 ISERP 257-264 OECD INES 268-276, 279-288 teachers 267-277 Salaries, teachers, international comparisons 273, 274 United Kingdom 239-246 Scholastic Aptitude Test 171 Index Olympians 504 Self-evaluation, schools 28, 31 School Administration and Management System Self-paced instruction materials 459 (SAMS) 297 Self-study, Olympians 514 design and development 298-301 Sensory ability factors 153 evolutionary approach 303 Sequential choice tasks 421 prototype and piloting 302 Sex differences standardisation versus flexibility 303 achievement, meta-analysis 604, 642, 654 user participation 302, 304 reading comprehension across countries 769-781 School Achievement Indicators Program (SAIP) 220, Simultaneous analysis, comparative education 226 research 704 School administrators/managers general structural models of reading information management 324 comprehension 725-743 training to use information systems 351-358 Six Subject Survey, IEA 208, 216, 707-715 School development of mathematical talent 563-570 Smallest space analysis 115 School Development Plan 253 Social relations, Olympians 517 School-home partnership Socio-economic status Australia 45-52, 87-90 achievement, meta-analysis 642, 654 benefits 34 educational intervention, Chile 53-65 Chile 53-65, 90-94 ISERP 260, 262 constraints 35 Math Olympians 493-495, 500 Cyprus 35-42 Taiwan 526 Czech Republic 77 parent involvement 37, 38, 39, 41, 98 Netherlands 67-73 Spain, parent-teacher partnerships 79 Portugal 81-87, 94, 97 Spearman’s model of cognitive abilities 119, 161, 163, Scotland 25-32 164 Spain 79 Special gifted programs 564, 578 School information systems (SISs) 291 Special Scientific Studying Centers (SSSC) 558 agenda for ITEM research 377-380 Special Strategies Observation Scale, ISERP 261 assessment of strategies for evaluation 361-370 Speed of performance 150, 175 Hong Kong, SAMs_ 297-306 learning difficulties 183 innovation process 373 Standard Assessment Tasks (SATs) 241 New Zealand, implementation 335-349, 376 Streaming 190 New Zealand, MUSAC 307-321 Structure of Intellect model 122, 125, 160 staff handling of information 323-333 Student Monitoring Systems 324, 331 training school administrators 351-358 Student outcome indicators 283 usage and impact 294 Canada 219-228 School, Math Olympians 492, 494 Study of Mathematically Precocious Youth China 537 (SMPY) 481, 487, 504 Taiwan 528 Summarization studies, meta-analysis 602 United States 501,515 Summer schools, Russia, talented students 559 School organisation, implications of Carroll’s model of Synthesis studies, meta-analysis 606 cognitive abilities 191 School Performance Tables 239, 240, 245 School reform 5 Taiwan home-school partnership in Scotland 25-32 ISERP 260, 262 School, relative responsibility in learning 10 Math Olympians 523-534, 576-581 School self-evaluation 28, 31 parent involvement 9-23 School self-management, Australia 46 Talent 479 Schools of Physics and Mathematics (SPM), Russia 557 academic competitions 480 Schools Reaching Out 87 cross-cultural analysis 575-581 Schools renewal 46 cross-national instruments 485-495 Science and engineering, development of talent 479 development in schools 563-570 Scotland early identification, United States 497-520 home-school partnership 25-32 environmental influences, Taiwan 523-534 indicator systems 244 Japan 545-551 Secondary schools, reading and literacy 702 nurturing factors, China 535-543 Self-concept attribute attitude Scales (SaaS), Math Russia 553-561 Olympians 488, 490-493, 498 Task analysis training 403 China 540 changing organisational climate 404 cross-cultural analysis 577 cognitive development of expertise at work 405 Taiwan 532 CTA 408-414 United States 503 on-the-job 451 Index use by government for job descriptions 407 United Kingdom Task environments, learning fromerror 421, 425, 435 indicator systems, examinations and Teachers insepctions 239-246 age and gender, international comparisons 275, 276 ISERP 260, 262 assessments by 241 United States behaviour, ISERP 263 ISERP 260, 262 France, policy decisions and assessment in the classroom 250 national education indicators 231-238 home to school transition 54 Olympiad program 497, 505, 576-581 information management 326 User acceptability audit, information technology international comparative indicators 267-277 systems 364, 369, 376 parent relationships 12-23, 38, 69, 94, 96 school context 366 pupil relationships 28 qualifications, international comparisons 272 salaries, international comparisons 273, 274 student involvement with mathematics 566, 567 Value Added, indicator systems in United Teaching, implications of Carroll’s model of cognitive Kingdom 239, 243, 246 abilities 181 Vernon’s model of cognitive abilities 120, 125, 161, Teaching time, international comparisons 270 163-165 Three-stratum theory of cognitive abilities 159, 167 Virgilio Teacher Behaviour Instrument, ISERP 261, 263 Thurstone’s model of cognitive abilities 121, 164 Visual perception, Carroll’s factor model of cognitive TIMSS 217 abilities 146 Canada 227 learning difficulties 182 Total Design Method (TDM) 487 profile testing 174 Total Man Effect Size(TMES) 619, 638, 647, 648 Tracking 190 training 186 Training Vocabulary instruction, achievement, meta-analysis 649 design models 466 Vocational education and training environments 441 goals, employees and superiors 387-399 implications of Carroll’s model of cognitive on-the-job training 449-462 ability 185 Vote counting 599 in organisations 383-385 changing climate 404 cognitive task analysis 403-415 goals, employees and superiors 387-399 Walberg productivity model 481, 482, 524, 593, 619, learning fromerror 419-446 654 on-the-job training 449-462 Westinghouse Talent Search 480, 504 past, present and future 465-470 Whole language approaches, achievement, school administrators, SISs 351-358 meta-analysis 653 Treatment Level Mean Effect Size (TL-MES) 619, 638, 649 Woodcock-Johnson Psycho-Educational batteries 171 Tucker Lewis index (TLI) 733, 736 Word knowledge test 709 Two-Factor theory 111, 119 Writing ability factor, language 141