Cattell-Horn-Carroll Cognitive Ability Profiles of Poor Comprehenders

Autor/inn/en	Floyd, Randy G.; Bergeron, Renee; Alfonso, Vincent C.
Titel	Cattell-Horn-Carroll Cognitive Ability Profiles of Poor Comprehenders
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 19 (2006) 5, S.427-456 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-006-9002-5
Schlagwörter	Cognitive Ability; Children; Reading Comprehension; Decoding (Reading); Scores; Low Achievement; Mathematics Achievement; Profiles; Comparative Analysis; Measures (Individuals) + Suchen Sie Ihr Suchwort? Denkfähigkeit; Child; Kind; Kinder; Leseverstehen; Dekodierung; Unterdurchschnittliche Leistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Charakterisierung; Profilanalyse; Messdaten
Abstract	This study examines cognitive ability profiles of children with specific age-based normative weaknesses in reading comprehension and compares those profiles to the profiles of (a) children with at least average achievement in reading comprehension, reading decoding skills, and mathematics and (b) children with low achievement across the 3 achievement areas. When compared across 9 cognitive ability composite scores derived from Cattell-Horn-Carroll theory and measured by the Woodcock-Johnson III [Woodcock, McGrew, & Mather (2001). "Woodcock-Johnson." Itasca, IL: Riverside], groups differed in overall level of performance. When individual abilities were considered, the poor comprehenders scored significantly lower than the average achievement group on all nine composite scores and significantly lower than the normative population on all composite scores except Processing Speed and Long-Term Retrieval. In contrast, the poor comprehenders also scored significantly higher than the low achievement group on all composite scores except for Visual-Spatial Thinking and Phonemic Awareness. Although the poor comprehenders as a group scored lowest on composite scores measuring language- and knowledge-based abilities, review of the profiles of individual poor comprehenders revealed no consistent pattern of performance across cognitive ability composite scores. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10