The Woodcock-Johnson III and Math Learning Disabilities

• Other Authors: Bacal, Emily Beth (Author)
• Format: Dissertation
• Language: English
• Published: 2011
• Subjects: Educational Psychology; Educational Tests and Measurements; Mathematics; CHC theory; cognitive ability; intelligence tests; math; math learning disability; special education
• Online Access: http://hdl.handle.net/2286/R.I.9489

abstract: This study investigated the link between the cognitive clusters from the Woodcock–Johnson III Tests of Cognitive Ability (WJ III COG) and Broad Math, Math Calculation Skills, and Math Reasoning clusters of the Woodcock–Johnson III Tests of Achievement (WJ III ACH) using data collected over seven years by a large elementary school district in the Southwest. The students in this study were all diagnosed with math learning disabilities. Multiple regression analyses were used to predict performance on the Broad Math, Math Calculation Skills, and Math Reasoning clusters from the WJ III ACH. Fluid Reasoning (Gf), Comprehension–Knowledge (Gc), Short–Term Memory (Gsm), and Long–term Retrieval (Glr) demonstrated strong relations with Broad Math and moderate relations with Math Calculation Skills. Auditory Processing (Ga) and Processing Speed (Gs) demonstrated moderate relations with Broad Math and Math Calculation Skills. Visual–Spatial Thinking (Gv) and Processing Speed (Gs) demonstrated moderate to strong relations with the mathematics clusters. The results indicate that the specific cognitive abilities of students with math learning disabilities may differ from their peers. === Dissertation/Thesis === M.A. Educational Psychology 2011