DAWN P. FLANAGAN is a faculty member in the Department of Psychology at St. John’s University in Queens, New York, where she conducts research and training in psychoeducational assessment, cognitive theories, ability-achievement relations, and SLD identification. Her work focuses on advancing cross-battery and SLD identification methodology. She is a co-founder of Comprehensive Assessment for Intervention (CAIpsychs.com). SAMUEL O. ORTIZ is a faculty member in the Department of Psychology at St. John’s University in Queens, New York, where he specializes in psychological assessment and nondiscriminatory evaluation. His research addresses culturally and linguistically responsive testing practices for diverse populations in school and clinical contexts. VINCENT C. ALFONSO is Dean of the College for Education and Engaged Learning at Montclair State University. He continues to publish and present on several topics, including specific learning disabilities, early childhood assessment, and psychometric matters in testing and evaluation.

• List of Figures viiList of Tables ixForeword xiiiSeries Preface xxviiAcknowledgments xxixOne Overview of Cross-Battery Assessment and the Cross-Battery Assessment Software System (X-BASS) 1Two How to Organize, Analyze, and Interpret Cross-Battery Data Using X-BASS 27Three DD/C as the Core of SLD Identification: History, Definitions, and Contemporary Practice 65Four How to Use the PSW and SLD Evidence Tabs in X-BASS 95 Five Diagnostic Cross-Battery Assessments for Reading, Writing, and Math Referrals 119Six When Evaluations Disagree But the Data Do Not: How Interpretation Shaped a Child's Reading Support 181Seven A Case of Conceptual/Reasoning Dyscalculia 201Eight Cross-Battery Assessment and Evaluation of Culturally and Linguistically Diverse Populations 213Nine The Cognitive Profiles of Students with Reading and Math Learning Difficulties and Corresponding Evidence-Based Interventions 247Appendix A The Contemporary Cattell-Horn-Carroll Taxonomy: Broad and Narrow Ability Definitions and Task Examples 253Appendix B Expert-Consensus Study for New Tests/Subtests Included in X-BASS 3.0 263Appendix C The Evolution of Cognitive-Achievement Relations Research: Past, Present, and Future 271Appendix D Intercorrelations and Reliability Coefficients Used to Calculate XBA Composites in X-BASS 291Appendix E Convergent Validity of X-BASS CHC Composites: A Large-Scale Comparison with Norm-Referenced Composites 297Appendix F Continuous Variables and Categorical Decisions About SLD 301Appendix G Exclusionary Criteria in the Diagnosis of SLD 313Appendix H Manifestations of Cognitive Weaknesses 319Appendix I Batteries and Tests Included in X- BASS 3.0 333Appendix J Phonological and Orthographic Reading Errors: A Diagnostic Guide and Related Interventions 341Appendix K Phonological and Orthographic Spelling Errors: A Diagnostic Guide and Related Interventions 349Appendix L Manifestations of Cognitive Strengths 357Appendix M Calculation of the Facilitating Cognitive Composite in the Dual Discrepancy/Consistency Pattern of Strengths and Weaknesses Method 371Appendix N Manifestations of at Least Average Ability to Think and Reason Across Grade Levels 375Appendix O Calculation of Domain- Specific Cognitive Weakness and Unexpected Underachievement in the Dual Discrepancy/Consistency Pattern of Strengths and Weaknesses Method in X- BASS 377Appendix P Addressing Measurement Error to Improve Specific Learning Disability Identification Accuracy and School Psychologists' Confidence 381Appendix Q Real- World Manifestations of Academic Skill Weaknesses 395Appendix R Sample Report From Intervention Library—IL for a 3rd-Grade Student with a Weakness in Retrieval Fluency 407Appendix S Sample Report From Intervention Library—IL for a 7th-Grade Student with a Weakness in Working Memory Capacity 415Appendix T Sample Report From Intervention Library—IL for a 10th-Grade Student with a Weakness in Reading Comprehension 423Afterword 431Index 433

DAWN P. FLANAGAN is a faculty member in the Department of Psychology at St. John’s University in Queens, New York, where she conducts research and training in psychoeducational assessment, cognitive theories, ability-achievement relations, and SLD identification. Her work focuses on advancing cross-battery and SLD identification methodology. She is a co-founder of Comprehensive Assessment for Intervention (CAIpsychs.com). SAMUEL O. ORTIZ is a faculty member in the Department of Psychology at St. John’s University in Queens, New York, where he specializes in psychological assessment and nondiscriminatory evaluation. His research addresses culturally and linguistically responsive testing practices for diverse populations in school and clinical contexts. VINCENT C. ALFONSO is Dean of the College for Education and Engaged Learning at Montclair State University. He continues to publish and present on several topics, including specific learning disabilities, early childhood assessment, and psychometric matters in testing and evaluation.

• List of Figures viiList of Tables ixForeword xiiiSeries Preface xxviiAcknowledgments xxixOne Overview of Cross-Battery Assessment and the Cross-Battery Assessment Software System (X-BASS) 1Two How to Organize, Analyze, and Interpret Cross-Battery Data Using X-BASS 27Three DD/C as the Core of SLD Identification: History, Definitions, and Contemporary Practice 65Four How to Use the PSW and SLD Evidence Tabs in X-BASS 95 Five Diagnostic Cross-Battery Assessments for Reading, Writing, and Math Referrals 119Six When Evaluations Disagree But the Data Do Not: How Interpretation Shaped a Child's Reading Support 181Seven A Case of Conceptual/Reasoning Dyscalculia 201Eight Cross-Battery Assessment and Evaluation of Culturally and Linguistically Diverse Populations 213Nine The Cognitive Profiles of Students with Reading and Math Learning Difficulties and Corresponding Evidence-Based Interventions 247Appendix A The Contemporary Cattell-Horn-Carroll Taxonomy: Broad and Narrow Ability Definitions and Task Examples 253Appendix B Expert-Consensus Study for New Tests/Subtests Included in X-BASS 3.0 263Appendix C The Evolution of Cognitive-Achievement Relations Research: Past, Present, and Future 271Appendix D Intercorrelations and Reliability Coefficients Used to Calculate XBA Composites in X-BASS 291Appendix E Convergent Validity of X-BASS CHC Composites: A Large-Scale Comparison with Norm-Referenced Composites 297Appendix F Continuous Variables and Categorical Decisions About SLD 301Appendix G Exclusionary Criteria in the Diagnosis of SLD 313Appendix H Manifestations of Cognitive Weaknesses 319Appendix I Batteries and Tests Included in X- BASS 3.0 333Appendix J Phonological and Orthographic Reading Errors: A Diagnostic Guide and Related Interventions 341Appendix K Phonological and Orthographic Spelling Errors: A Diagnostic Guide and Related Interventions 349Appendix L Manifestations of Cognitive Strengths 357Appendix M Calculation of the Facilitating Cognitive Composite in the Dual Discrepancy/Consistency Pattern of Strengths and Weaknesses Method 371Appendix N Manifestations of at Least Average Ability to Think and Reason Across Grade Levels 375Appendix O Calculation of Domain- Specific Cognitive Weakness and Unexpected Underachievement in the Dual Discrepancy/Consistency Pattern of Strengths and Weaknesses Method in X- BASS 377Appendix P Addressing Measurement Error to Improve Specific Learning Disability Identification Accuracy and School Psychologists' Confidence 381Appendix Q Real- World Manifestations of Academic Skill Weaknesses 395Appendix R Sample Report From Intervention Library—IL for a 3rd-Grade Student with a Weakness in Retrieval Fluency 407Appendix S Sample Report From Intervention Library—IL for a 7th-Grade Student with a Weakness in Working Memory Capacity 415Appendix T Sample Report From Intervention Library—IL for a 10th-Grade Student with a Weakness in Reading Comprehension 423Afterword 431Index 433

DAWN P. FLANAGAN is a faculty member in the Department of Psychology at St. John’s University in Queens, New York, where she conducts research and training in psychoeducational assessment, cognitive theories, ability-achievement relations, and SLD identification. Her work focuses on advancing cross-battery and SLD identification methodology. She is a co-founder of Comprehensive Assessment for Intervention (CAIpsychs.com). SAMUEL O. ORTIZ is a faculty member in the Department of Psychology at St. John’s University in Queens, New York, where he specializes in psychological assessment and nondiscriminatory evaluation. His research addresses culturally and linguistically responsive testing practices for diverse populations in school and clinical contexts. VINCENT C. ALFONSO is Dean of the College for Education and Engaged Learning at Montclair State University. He continues to publish and present on several topics, including specific learning disabilities, early childhood assessment, and psychometric matters in testing and evaluation.

• List of Figures viiList of Tables ixForeword xiiiSeries Preface xxviiAcknowledgments xxixOne Overview of Cross-Battery Assessment and the Cross-Battery Assessment Software System (X-BASS) 1Two How to Organize, Analyze, and Interpret Cross-Battery Data Using X-BASS 27Three DD/C as the Core of SLD Identification: History, Definitions, and Contemporary Practice 65Four How to Use the PSW and SLD Evidence Tabs in X-BASS 95 Five Diagnostic Cross-Battery Assessments for Reading, Writing, and Math Referrals 119Six When Evaluations Disagree But the Data Do Not: How Interpretation Shaped a Child's Reading Support 181Seven A Case of Conceptual/Reasoning Dyscalculia 201Eight Cross-Battery Assessment and Evaluation of Culturally and Linguistically Diverse Populations 213Nine The Cognitive Profiles of Students with Reading and Math Learning Difficulties and Corresponding Evidence-Based Interventions 247Appendix A The Contemporary Cattell-Horn-Carroll Taxonomy: Broad and Narrow Ability Definitions and Task Examples 253Appendix B Expert-Consensus Study for New Tests/Subtests Included in X-BASS 3.0 263Appendix C The Evolution of Cognitive-Achievement Relations Research: Past, Present, and Future 271Appendix D Intercorrelations and Reliability Coefficients Used to Calculate XBA Composites in X-BASS 291Appendix E Convergent Validity of X-BASS CHC Composites: A Large-Scale Comparison with Norm-Referenced Composites 297Appendix F Continuous Variables and Categorical Decisions About SLD 301Appendix G Exclusionary Criteria in the Diagnosis of SLD 313Appendix H Manifestations of Cognitive Weaknesses 319Appendix I Batteries and Tests Included in X- BASS 3.0 333Appendix J Phonological and Orthographic Reading Errors: A Diagnostic Guide and Related Interventions 341Appendix K Phonological and Orthographic Spelling Errors: A Diagnostic Guide and Related Interventions 349Appendix L Manifestations of Cognitive Strengths 357Appendix M Calculation of the Facilitating Cognitive Composite in the Dual Discrepancy/Consistency Pattern of Strengths and Weaknesses Method 371Appendix N Manifestations of at Least Average Ability to Think and Reason Across Grade Levels 375Appendix O Calculation of Domain- Specific Cognitive Weakness and Unexpected Underachievement in the Dual Discrepancy/Consistency Pattern of Strengths and Weaknesses Method in X- BASS 377Appendix P Addressing Measurement Error to Improve Specific Learning Disability Identification Accuracy and School Psychologists' Confidence 381Appendix Q Real- World Manifestations of Academic Skill Weaknesses 395Appendix R Sample Report From Intervention Library—IL for a 3rd-Grade Student with a Weakness in Retrieval Fluency 407Appendix S Sample Report From Intervention Library—IL for a 7th-Grade Student with a Weakness in Working Memory Capacity 415Appendix T Sample Report From Intervention Library—IL for a 10th-Grade Student with a Weakness in Reading Comprehension 423Afterword 431Index 433