Cattell-Horn-Carroll Broad Cognitive Ability Profiles for Dyslexia and Intellectual Disability

Autor/inn/en	Abu-Hamour, Bashir; Al Hmouz, Hanan
Titel	Cattell-Horn-Carroll Broad Cognitive Ability Profiles for Dyslexia and Intellectual Disability
Quelle	In: International Journal of Inclusive Education, 24 (2020) 13, S.1444-1460 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1534999
Schlagwörter	Dyslexia; Intellectual Disability; Children; Cognitive Ability; Mild Disabilities; Cognitive Tests; Foreign Countries; Theories; Semitic Languages; Students with Disabilities; Low Achievement; Individual Characteristics; Achievement Tests; Short Term Memory; Auditory Perception; Visual Perception; Long Term Memory; Jordan; Woodcock Johnson Tests of Cognitive Ability; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Intellect; Disability; Disabilities; Verstand; Behinderung; Child; Kind; Kinder; Denkfähigkeit; Kognitiver Fähigkeitstest; Ausland; Theory; Theorie; Arabisch; Hebräisch; Student; Students; Schüler; Schülerin; Studentin; Unterdurchschnittliche Leistung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kurzzeitgedächtnis; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Visuelle Wahrnehmung; Langzeitgedächtnis
Abstract	The Cattell-Horn-Carroll (CHC) factors of the Woodcock-Johnson Arabic Tests were studied with a group of children with dyslexia (n = 37), children with Intellectual Disability (ID) (n = 37), and average children (n = 37). A total sample of 111 Jordanian children with mean age of 116 months participated in the study. The purpose of this study was twofold: to contribute to the research examining the CHC broad cognitive abilities associated with children with mild disabilities, and to specifically shed light on the cognitive ability patterns that presumably contribute to dyslexia or ID. The findings revealed significant differences among the three groups of this study (Dyslexia, ID, and average children) on all cognitive measures, and in terms of their general intelligence. These differences were in favour of average children then children with dyslexia, and the worst performances were documented for children with ID. Interestingly, children with dyslexia/ID showed relative strengths in visual processing. Implications of the findings are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01