Text-only version of this website Skip to content

Kranzler, John

Director, School Psychology Program
Professor of School Psychology and Affiliate Professor of Pediatrics
School of Special Education, School Psychology, and Early Childhood Studies

College of Education
University of Florida
PO Box 117050
2-186 Norman Hall
Gainesville, FL 32611
Phone: 352-273-4119
Fax: 352-392-2655

Research Biography

John H. Kranzler is Professor and Director of the School Psychology Program in the School of Special Education, School Psychology, and Early Childhood Studies. He has taught classes in school psychology, learning and cognition, measurement and evaluation, theories of intelligence, psychoeducational assessment, statistics, law and ethics in psychology, and individual differences. His main area of scholarly interest concerns the nature, development, and assessment of human cognitive abilities.


Ph.D. – University of California at Berkeley, 1990

M.Ed. – University of Arizona, 1985

B.A. – University of Oregon, 1982

Key Professional Appointments

Member, Society for the Study of School Psychology

Fellow, American Psychological Association (Division 16, Division of School Psychology)

Honors and Awards

2019-22:  Term Professor, University of Florida.

2017-20:  Research Foundation Professor, University of Florida Research Foundation, Inc.

2016-17:  Award for Excellence in Research (Senior Investigator Category), Mensa Education and Research Foundation and Mensa International, Ltd.

Selected Publications


Kranzler, J. H., & Levy, M. P. (2019). Statistics for the terrified criminologist. New York, NY: Rowman & Littlefield.

Kranzler, J. H. (2018). Statistics for the terrified (6th ed.). New York, NY: Rowman & Littlefield.

Edited Books

Grapin, S. L., & Kranzler, J. H., (Eds.). (2018). School psychology: Professional issues and practices. New York, NY: Springer.


Kranzler, J. H., & Benson, N. F. (in press). Assessment in school psychology. In T. L. Good & M. M. Mccaslin (Eds.), The Routledge encyclopedia of education: Educational psychology (pp. xxx-xxx). New York, NY: Taylor & Francis.

Floyd, R. G., & Kranzler, J. H. (2019). Remediating student learning problems: Aptitude by treatment interaction vs. skill by treatment interaction. In M. K. Burns (Ed.), Introduction to school psychology: Controversies and current practice (pp. 413-434). New York, NY: Oxford University Press.

Grapin, S. L., & Kranzler, J. H. (2018). Introduction to school psychology. In S. L. Grapin & J. H. Kranzler (Eds.), School psychology: Professional issues and practices (pp. 3-20). New York, NY: Springer.

Kranzler, J. H., & Floyd, R. G. (2018). Intellectual assessment of children and youth. In S. L. Grapin & J. H. Kranzler (Eds.), School psychology: Professional issues and practices (pp. 167-179). New York, NY: Springer.

Refereed Journal Articles

Benson, N. F., Maki, K. E., Floyd, R. G., Eckert, T. L., Kranzler, J. H., & Fefer, S. A. (in press). A national survey of school psychologists’ practices in identifying specific learning disabilities. School Psychology.

Benson, N. F., Floyd, R. G., Kranzler, J. H., Eckert, T. L., Fefer, S. A., & Morgan, G. B. (2019). Test use and assessment practices of school psychologists: Findings from the 2017 National Survey of Assessment Practices in School Psychology. Journal of School Psychology, 72, 29-48.

Kranzler, J. H., Gilbert, K., Robert, C. R., Floyd, R. G., & Benson, N. (2019). Further examination of a critical assumption underlying the dual discrepancy/consistency approach to SLD identification. School Psychology Review, 48, 207-221.

Kranzler, J. H., Yaraghchi, M., Matthews, K., & Otero-Valles, L. (2019). Does the response-to-intervention model fundamentally alter the traditional conceptualization of specific learning disability? Contemporary School Psychology. doi: 10.1007/s40688-019-00256-x

Zaboski, B. A., Joyce-Beaulieu, D., Kranzler, J. H., McNamara, J. P., Gayle, C., & MacInnes, J. (2019). Group exposure and response prevention for college students with social anxiety: A randomized clinical trial. Journal of Clinical Psychology, 1-19.

Benson, N., Kranzler, J. H., & Floyd, R. G. (2018). Exploratory and confirmatory factor analysis of the Universal Nonverbal Intelligence Test-Second Edition: Testing dimensionality and invariance across age, gender, race, and ethnicity. Assessment. doi: 10.1177/1073191118786584

Zaboski, B., Kranzler, J. H., & Gage, N. A. (2018). Meta-analysis of the relationship between the broad abilities of the Cattell-Horn-Carroll theory and academic achievement. Journal of School Psychology, 71, 42-56.

Selected Links