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Randy G. Floyd Assistant Professor School Psychology, Child and Family Psychology Building, Room 332 901.678.4846 (telephone) 901.678.2579 (fax) rgfloyd@memphis.edu curriculum vitae

Education

Ph.D., Indiana State University
M.E., Indiana State University
B.A., Hendrix College

Research Interests

• Assessment of Cognitive Abilities and Externalizing Behaviors
• Identification of Reading, Mathematics, and Writing Aptitudes

Recent Publications

• Floyd, R. G., Keith, T. Z., Taub, G. E., & McGrew, K. S. (2007). Cattell–Horn–Carroll cognitive abilities and their effects on reading decoding skills: g has indirect effects, more specific abilities have direct effects. School Psychology Quarterly, 22, 200-233.
• Floyd, R. G., Hojnoski, R. L., & Key, J. (2006). Preliminary evidence of technical adequacy of the Preschool Numeracy Indicators. School Psychology Review, 35, 627-644. Please click on the citation for more information about the Preschool Numeracy Indicators.
• Floyd, R. G., McCormack, A. C., Ingram, E., Davis, A., Bergeron, R., & Hamilton, G. (2006). Relations between the Woodcock–Johnson III clinical clusters and measures of executive functions. Journal of Psychoeducational Assessment, 24, 303-317.
• Floyd, R. G., Bergeron, R., & Alfonso, V. C. (2006). Cattell-Horn-Carroll cognitive ability profiles of poor comprehenders. Reading and Writing: An Interdisciplinary Journal, 19, 427-456.

Courses Taught

PSYC 7803 Psychoeducational Assessment I (syllabus)
PSYC 7804 Psychoeducational Assessment II (syllabus)
PSYC 4020 Abnormal Child Psychology (syllabus)
PSYC 7430 Clinical Assessment: Ability and Achievement (syllabus)