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1.
This study examined the relative contributions of measures of Cattell‐Horn‐Carroll (CHC) cognitive abilities in explaining writing achievement. Drawing from samples that covered the age range of 7 to 18 years, simultaneous multiple regression was used to regress scores from the Woodcock‐Johnson III (WJ III; Woodcock, McGrew, & Mather, 2001) that represent CHC broad and narrow abilities onto the WJ III Basic Writing Skills and Written Expression cluster scores. At most age levels, Comprehension‐Knowledge demonstrated moderate to strong effects on both writing clusters, Processing Speed demonstrated moderate effects on Basic Writing Skills and moderate to strong effects on Written Expression, and Short‐Term Memory demonstrated moderate effects. At the youngest age levels, Long‐Term Retrieval demonstrated moderate to strong effects on Basic Writing Skills and moderate effects on Written Expression. Auditory Processing, and Phonemic Awareness demonstrated moderate effects on only Written Expression at the youngest age levels and at some of the oldest age levels. Fluid Reasoning demonstrated moderate effects on both writing clusters only during some of the oldest age levels. Visual‐Spatial Thinking primarily demonstrated negligible effects. The results provide insights into the cognitive abilities most important for understanding the writing skills of children during the school‐age years. © 2008 Wiley Periodicals, Inc. 相似文献
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Proctor B 《Journal of learning disabilities》2012,45(3):278-287
This study examined the relationship between cognitive abilities and math achievement within a sample of college students with learning disabilities (LD). The cognitive abilities were seven areas identified by Stratum II of the Cattell-Horn-Carroll (CHC) theory of cognitive abilities, in addition to the eighth area of Working Memory. Math performance was assessed via math calculation and math reasoning tasks. Instruments include the Woodcock-Johnson III Tests of Cognitive Abilities and Tests of Achievement. Participants were 158 college students with a diagnosed LD in math. Multiple regression analyses found that Processing Speed and Working Memory were related to Math Calculation scores and that Comprehension-Knowledge, Fluid Reasoning, and Working Memory were related to Math Reasoning. Implications for the assessment of math LD in the college populations are discussed. 相似文献
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This study extends previous research examining the relations between Cattell‐Horn‐Carroll cognitive abilities and math achievement. The cognitive profiles of children with normative weaknesses in Math Calculation Skills or Math Reasoning were compared to those of their average‐achieving peers. The cognitive profile of the low Math Calculation Skills group (n = 68) was similar to that of their average‐achieving peers. The low Math Reasoning group (n = 52) scored lower than their average‐achieving peers on the cognitive abilities as a set and on Fluid Reasoning and Comprehension–Knowledge. When individual profiles were considered, approximately half of the children with normative math weaknesses demonstrated commensurate weaknesses in one or more cognitive abilities, which may inform diagnostic models of learning disabilities. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 1–12, 2005. 相似文献
4.
The present investigation examined the validity of the Comprehensive Test of Nonverbal Intelligence (CTONI) with the Woodcock‐Johnson III Tests of Cognitive Abilities (WJ‐III COG) by administering these instruments in counterbalanced order to 60 college students. Results indicated that the mean CTONI NIQ score was not significantly different from the mean WJ‐III COG General Intellectual Ability (GIA) score. However, mean score differences were found between the CTONI NIQ and the WJ‐III COG Verbal Ability, Thinking Ability, Comprehension‐Knowledge, and Fluid Reasoning cluster scores. Although the correlations between the CTONI and the WJ‐III COG cluster scores were generally of small magnitude, the CTONI Geometric Nonverbal IQ composite score demonstrated construct specificity, whereas the CTONI Pictorial Nonverbal IQ scale did not. The implications of the findings are discussed and practitioners are asked to use caution when using this instrument to assess the fluid reasoning abilities of college students. © 2007 Wiley Periodicals, Inc. 相似文献
5.
Bashir Abu-Hamour 《International Journal of Inclusive Education》2018,22(10):1093-1107
The Cattell–Horn–Carroll (CHC) factors of the Woodcock–Johnson (WJ) Arabic Tests of Cognitive Abilities were studied with a group of students at risk of Math Disability (MD) (n50) and average students (n50) between second and fourth grades. Specifically, several statistical analyses were conducted using the seven CHC factors identified by the WJ Arabic Tests and the level of math calculation skills. The two groups were matched on grade, gender, age, and father’s level of education. The findings indicated that average students had higher scores in all tests, but no statistical difference exists between at risk of MD and average groups in terms of Visual-Spatial Thinking or Auditory Processing scores. In addition, the best model for predicting math calculation skills was based on a combined measure of Processing Speed and Short-Term Working Memory factors. Implications of the findings are also discussed. 相似文献
6.
Damien C. Cormier Okan Bulut Kevin S. McGrew Jessica Frison 《Psychology in the schools》2016,53(8):787-803
Writing is a complex academic task—it involves numerous mental processes. Given the necessity for developing writing skills from elementary to secondary school, this study aimed to investigate the role of broad cognitive abilities derived from the Cattell–Horn–Carroll (CHC) theory of intelligence in predicting skills associated with writing achievement. The normative sample from the fourth edition of the Woodcock–Johnson Tests of Cognitive Abilities and the Woodcock–Johnson Tests Academic Achievement were used to examine the relationships between broad CHC abilities and academic achievement in writing. The findings of this study suggest that the broad CHC abilities Comprehension‐Knowledge, Processing Speed, and Fluid Reasoning are especially important predictors of basic writing skills and written expression during the school‐age years. In general, changes in the strength of the association between cognitive abilities and academic achievement in writing are observed over time, as the cognitive demands involved in the writing increase in complexity in later grades. 相似文献
7.
Mei Chang Sharon E. Paulson W. Holmes Finch David E. Mcintosh Barbara A. Rothlisberg 《Psychology in the schools》2014,51(1):32-57
This study examined the underlying constructs measured by the Woodcock‐Johnson Tests of Cognitive Abilities, Third Edition (WJ‐III COG) and the Stanford‐Binet Intelligence Scales, Fifth Edition (SB5), based on the Cattell‐Horn‐Carrol (CHC) theory of cognitive abilities. This study reports the results of the first joint confirmatory factor analysis of the WJ‐III COG and SB5 with an independently collected preschool‐aged sample. The WJ‐III COG and SB5 were administered to 200 preschool‐aged children of 4 to 5 with no known disorders or disabilities. Confirmatory factor analyses using maximum likelihood estimation were conducted to evaluate three models of increasing complexity and two alternative models to determine which model best describe the underlying constructs measured by the WJ‐III COG and the SB5. Though none of the models displayed a good fit to the data, results showed that the underlying construct of the two tests was best represented by a Three‐Stratum alternative CHC model in which the Gf factor and subtests were omitted. Exploratory factor analysis was conducted to provide further insights into the actual latent structure underlying the data. Implications of findings to guide school‐based practitioners in using cross‐battery assessment with preschool children were addressed. 相似文献
8.
Marlene Sotelo‐Dynega Samuel O. Ortiz Dawn P. Flanagan William F. Chaplin 《Psychology in the schools》2013,50(8):781-797
In this article, we report the findings of an exploratory empirical study that investigated the relationship between English Language Proficiency (ELP) on performance on the Woodcock‐Johnson Tests of Cognitive Abilities‐Third Edition (WJ III) when administered in English to bilingual students of varying levels of ELP. Sixty‐one second‐grade students, identified as Limited English Proficient, were recruited from a suburban public school district and were given the WJ III in addition to their annual state standardized assessment of ELP. The findings of this study provide evidence to support a linear, inverse relationship between ELP and performance on tests that require higher levels of English language development and mainstream cultural knowledge. The implications of the findings of the present study suggest that practitioners must consider an examinee's level of developmental language proficiency and cultural knowledge acquisition as continuous variables when determining the impact of such factors on test performance and evaluation regarding whether scores obtained from tests administered in English are indeed valid for interpretation. 相似文献
9.
Jocelyn H. Newton David E. McIntosh Felicia Dixon Tasha Williams Elizabeth Youman 《Psychology in the schools》2008,45(6):523-536
This study examined the accuracy of three shortened measures of intelligence: the Woodcock–Johnson Tests of Cognitive Ability, Third Edition Brief Intellectual Ability (WJ III COG BIA) score; the Stanford–Binet Intelligence Scale, Fifth Edition Abbreviated IQ (SB5 ABIQ); and the Kaufman Brief Intelligence Test IQ Composite (K‐BIT) in predicting giftedness as assessed by the SB5 Full Scale IQ score (SB5 FSIQ). Participants were 202 third grade students who were individually administered the SB5, WJ III, and K‐BIT. Four scores (SB5 ABIQ, K‐BIT, WJ III COG BIA, and SB5 FSIQ) were extracted. Correlational analyses revealed positive, significant relationships among the four scores. Discriminant function analyses, conducted to examine the accuracy of the three shortened measures of intelligence in predicting giftedness, revealed that overall, the WJ III score was the most accurate, and the K‐BIT score was the least accurate in identifying giftedness. © 2008 Wiley Periodicals, Inc. 相似文献
10.
The interpretation of cognitive test scores often leads to decisions concerning the diagnosis, educational placement, and types of interventions used for children. Therefore, it is important that practitioners administer and score cognitive tests without error. This study assesses the frequency and types of examiner errors that occur during the administration and scoring of the Woodcock‐Johnson III Tests of Cognitive Abilities (WJ III COG). Data from 36 graduate students across 108 test records revealed a total of 500 errors across all records. Further analyses indicated three frequently occurring errors, including the use of incorrect ceilings, failure to record errors, and failure to encircle the correct row for the total number correct. The results of this study may be used to inform training programs so that appropriate steps can be taken to decrease the number of examiner errors on the WJ III COG and similar cognitive test batteries. © 2009 Wiley Periodicals, Inc. 相似文献
11.
Sarah Sanders David E. McIntosh Mardis Dunham Barbara A. Rothlisberg Holmes Finch 《Psychology in the schools》2007,44(2):119-138
This study examined the underlying constructs measured by the Differential Ability Scales (DAS; C.D. Elliott, 1990a) as they relate to the Cattell‐Horn‐Carroll (CHC) Theory (K.S. McGrew, 1997) of cognitive abilities. The DAS and Woodcock‐Johnson Tests of Cognitive Abilities (WJ‐III COG; R.W. Woodcock, K.S. McGrew, & N. Mather, 2001) were administered to 131 children in grades 3 through 5 who took part in a concurrent validity study included in the Woodcock‐Johnson Tests of Cognitive Abilities, Third Edition, technical manual (K.S. McGrew & R.W. Woodcock, 2001). Confirmatory factor analyses using maximum likelihood estimation were conducted with the AMOS 5.0 (J.L. Arbuckle, 2001) statistical program to evaluate three models of increasing complexity, to compare how well each fit the data set, and to identify the one that best described the underlying constructs measured by the DAS. Results suggested that the synthesized Three‐Stratum CHC Model provided the most parsimonious representation among the three models tested. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 119–138, 2007. 相似文献
12.
Laurice M. Joseph Megan E. McCachran Jack A. Naglieri 《Journal of Research in Reading》2003,26(3):304-314
The purpose of this study was to explore the relationships among cognitive processing, phonological processing and basic reading skill performance. Cognitive theorists propose that Planning, Attention, Simultaneous and Successive (PASS) processes are related to various phonological skills. A sample of 62 Primary Grade children referred for reading problems were administered measures of cognitive processes (Cognitive Assessment System), phonological processes (Comprehensive Test of Phonological Processing) and basic reading achievement (Woodcock‐Johnson Tests of Academic Achievement‐III). Findings indicated that some cognitive processes were significantly related to phonological processes as well as basic reading skills. The strongest relationships were found between phonological memory and successive processes and between phonological awareness and basic reading performance. 相似文献
13.
This study examined the reliability and validity of scores on a fluency‐based measure of reading comprehension. The Dynamic Indicators of Basic Early Literacy Skills (DIBELS; 6th ed. revised) Retell Fluency (RTF), Oral Reading Fluency (DORF), and Woodcock Johnson III NU Tests of Achievement (WJ‐III NU ACH) Reading Comprehension measures were administered to fourth‐grade students. Results indicated a large difference between real time and recorded retell fluency scores for each passage. In addition, students' retell fluency scores had a low correlation with their reading comprehension scores. In light of these findings, practitioners may want to exercise caution in using fluency‐based story‐retell scores as a measure of reading comprehension. © 2011 Wiley Periodicals, Inc. 相似文献
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Sara J. McCane‐Bowling Andrea D. Strait Pamela E. Guess Jennifer R. Wiedo Eric Muncie 《Psychology in the schools》2014,51(8):789-800
This study examined the predictive utility of five formative reading measures: words correct per minute, number of comprehension questions correct, reading comprehension rate, number of maze correct responses, and maze accurate response rate (MARR). Broad Reading cluster scores obtained via the Woodcock–Johnson III (WJ III) Tests of Achievement served as the criterion variable. Examiners administered all reading measures to 98 students enrolled in upper elementary (UES) and middle school (MS) grades (grades 4 through 8). Results indicated significant intercorrelations within all predictor variables for the combined and UES samples; fewer intercorrelations existed at the MS level. MARR exhibited the highest correlation with WJ III Broad Reading across all correlational analyses. Additional regression analyses indicated that the MARR technique best predicted WJ III Broad Reading cluster scores across all groups analyzed. Limitations of the current study and suggestions for future research are discussed. 相似文献
17.
This study examined the concurrent validity of the Slosson Full‐Range Intelligence Test (S‐FRIT) by comparing S‐FRIT scores to the scores of the Wechsler Intelligence Scale for Children–Third Edition (WISC‐III) and the Woodcock‐Johnson Tests of Achievement–Revised (WJ‐R). Data from 123 elementary students' screening and psychological testing results were examined. Results revealed that the S‐FRIT scores were more related to overall intelligence, verbal, and math abilities than nonverbal intelligence, reading, or written language abilities. Further, it was found that 89% of the participants' S‐FRIT Full‐Range IQ scores fell within one standard deviation of their WISC‐III FSIQ scores, with an average discrepancy of 7.6 points. Discrepancies between S‐FRIT and WISC‐III scores were also examined by educational diagnostic categories and ability levels. Limitations and suggestions for future research are provided. © 2002 John Wiley & Sons, Inc. 相似文献
18.
The current study investigated the development of children's performance on tasks that have been suggested to underlie early mathematics skills, including measures of cardinality, ordinality, and intelligence. Eighty‐seven children were tested in their first (T1) and second (T2) school year (at ages 5 and 6). Children's performance on all tasks demonstrated good reliability and significantly improved with age. Correlational analyses revealed that performance on some mathematics‐related tasks were nonsignificantly correlated between T1 and T2 (number line and number comparison), showing that these skills are relatively unstable. Detailed analyses also indicated that the way children solve these tasks show qualitative changes over time. By contrast, children's performance on measures of intelligence and nonnumerical ordering abilities were strongly correlated between T1 and T2. Additionally, ordering skills also showed moderate to strong correlations with counting procedures both cross‐sectionally and longitudinally. These results suggest that, initially, mathematics skills strongly rely on nonmathematical abilities. 相似文献
19.
The purpose of this research was to establish the concurrent and predictive validity of the Phelps Kindergarten Readiness Scale, Second Edition (PKRS‐II; L. Phelps, 2003). Seventy‐four kindergarten students of diverse ethnic backgrounds enrolled in a northeastern suburban school participated in the study. The concurrent administration of the PKRS‐II and the Woodcock‐Johnson III Brief Intellectual Ability Scale (R.W. Woodcock, K.S. McGrew, & N. Mather, 2001a) occurred in the fall of the kindergarten year. To assess predictive validity, the Woodcock Johnson III Tests of Achievement (R.W. Woodcock, K.S. McGrew, & N. Mather, 2001b) was administered in the spring of that year. All concurrent and predictive correlations were significant. Based on the results of this study, the PKRS‐II may be used with confidence to screen for children who may be at risk for academic difficulties. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 355–359, 2005. 相似文献
20.
Adam B. Lockwood Thomas J. Gross Ryan L. Farmer Stephen W. Loke 《Psychology in the schools》2019,56(6):992-1003
The purpose of this study was to further examine the factor structure of the Huber Inventory of Trainee Self‐Efficacy (HITS), a measure of school psychology trainee self‐efficacy. Lockwood et al. (2017, Psychol. Sch., Vol. 54, pp. 655–670) extant data set, collected from 520 school psychology trainees, was utilized. Four measurement models were examined for model fit and factor loadings. Of the four models, a bifactor model with a single latent general self‐efficacy (GSE) and latent domain‐specific factors (i.e., Multidimensional Assessment Skills, Counseling Skills, Professional Interpersonal Skills, and Research Skills) was the most parsimonious. However, standardized loadings indicated that all practice‐related items loaded more significantly onto GSE than their domain‐specific factors, indicating the utility of GSE for practice‐related skills. Of note, the Research Skills factor displayed greater domain‐specific loadings than general loadings. These findings suggest that GSE may be the best indicator of trainee self‐efficacy, though a two‐factor model that represents practical skills versus research skills may also be appropriate. Additionally, reliability scores indicate that subscale interpretation may also be reasonable. Limitations, implications for trainers of school psychologists, and for future research directions are discussed. 相似文献