The Cognitive Profiles of Jordanian Students at Risk for Math Disability

Autor/in	Abu-Hamour, Bashir
Titel	The Cognitive Profiles of Jordanian Students at Risk for Math Disability
Quelle	In: International Journal of Inclusive Education, 22 (2018) 10, S.1093-1107 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2017.1415382
Schlagwörter	Foreign Countries; Culture Fair Tests; Intelligence Tests; Cognitive Ability; Cognitive Tests; Semitic Languages; Mathematics Education; Learning Problems; At Risk Students; Auditory Perception; Language Processing; Elementary School Students; Computation; Short Term Memory; Prediction; Age Differences; Gender Differences; Instructional Program Divisions; Fathers; Educational Attainment; Learning Disabilities; Grade Point Average; Jordan; Woodcock Johnson Tests of Cognitive Ability + Suchen Sie Ihr Suchwort? Ausland; Intelligence test; Intelligenztest; Denkfähigkeit; Kognitiver Fähigkeitstest; Arabisch; Hebräisch; Mathematische Bildung; Lernproblem; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Sprachverarbeitung; Kurzzeitgedächtnis; Vorhersage; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; Learning handicap; Lernbehinderung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01