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Contemporary Cattell -Horn -Carroll (CHC) theory of cognitive abilities has evolved over the past 20 years and serves as the theoretical foundation for a number of current cognitive ability assessments. CHC theory provides a means by which we can better understand the relationships between cognitive abilities and academic achievement, an important component of learning disabilities identification and instructional planning. A research synthesis of the extant CHC cognitive-achievement (COG-ACH) research literature is reported. Systematic and operationally defined research synthesis procedures were employed to address limitations present in the only prior attempted synthesis. Nineteen studies met the criteria for inclusion, which yielded 134 analyses. The 134 analyses were organized by three age groups (6 -8, 9 -13, and 14 -19) and by four achievement domains (basic reading skills, reading comprehension, basic math skills, and math reasoning). The results reveal a much more nuanced set of CHC COG-ACH relations than was identified in the only prior review because of (a) breadth of cognitive abilities and measures (broad vs. narrow), (b) breadth of achievement domains (e.g., basic reading skills and reading comprehension vs. broad reading), and (c) developmental (age) status. The findings argue for selective, flexible, and referral-focused intelligence testing, particularly in the context of emerging Response to Intervention (RTI) assessment models. The results suggest that narrow CHC abilities should be the primary focus of instructionally relevant intelligence testing. Furthermore, the finding that more than 90% of the available research is based on the Woodcock -Johnson Battery argues for significant caution in generalizing the findings to other batteries. CHC-based COG-ACH research with other intelligence batteries is recommended. C 2010 Wiley Periodicals, Inc.The impact of the Response to Intervention (RTI) movement on the assessment activities of school psychologists is in its formative stage. Will RtI supplant traditional cognitive ability testing, supplement it in a complimentary manner, or be a short-term blip on the school psychology radar screen that fades away? We believe that RTI and cognitive ability testing have the potential to form a powerful assessment -intervention monitoring dyad. We also believe, however, that cognitive ability testing practices need to become more purpose driven, flexible, and selective.The identification of a psychological process disorder for specific learning disability (SLD) classification requires some form of cognitive assessment (Newton & McGrew, 2010). We believe that less emphasis should be placed on the overall full-scale IQ and that cognitive assessment should be more selective and focused. For example, there should be selective testing of key markers for screening at-risk children. Researchers advocating early screening as an integral component of some RTI models have identified many abilities (e.g., phonemic awareness, working memory, speed of lexical access or rap...

This study investigated the direct and indirect effects of general intelligence and 7 broad cognitive abilities on mathematics achievement. Structural equation modeling was used to investigate the simultaneous effects of both general and broad cognitive abilities on students' mathematics achievement. A hierarchical model of intelligence derived from the Cattell-Horn-Carroll (CHC) taxonomy of intelligence was used for all analyses. The participants consisted of 4 age-differentiated subsamples (ranging from ages 5 to 19) from the standardization sample of the Woodcock-Johnson III (WJ III; Woodcock, McGrew, & Mather, 2001). Data from each of the 4 age-differentiated subsamples were divided into 2 data sets. At each age level, one data set was used for model testing and modification, and a second data set was used for model validation. The following CHC broad cognitive ability factors demonstrated statistically significant direct effects on the mathematics achievement variables: Fluid Reasoning, Crystallized Intelligence, and Processing Speed. In contrast, across all age levels, the general intelligence factor demonstrated indirect effects on the mathematics achievement variable.

Developed in concert with the Learning Disabilities Association of America (LDA), this White Paper regarding specific learning disabilities identification and intervention represents the expert consensus of 58 accomplished scholars in education, psychology, medicine, and the law. Survey responses and empirical evidence suggest that five conclusions are warranted: 1) The SLD definition should be maintained and the statutory requirements in SLD identification procedures should be strengthened; 2) neither ability-achievement discrepancy analysis nor failure to respond to intervention alone is sufficient for SLD identification; 3) a “third method” approach that identifies a pattern of psychological processing strengths and weaknesses, and achievement deficits consistent with this pattern of processing weaknesses, makes the most empirical and clinical sense; 4) an empirically-validated RTI model could be used to prevent learning problems, but comprehensive evaluations should occur for SLD identification purposes, and children with SLD need individualized interventions based on specific learning needs, not merely more intense interventions; and 5) assessment of cognitive and neuropsychological processes should be used for both SLD identification and intervention purposes.

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The relationship between the Woodcock-Johnson Psycho-Educational Battery-Revised (WJ-R) cognitive clusters (Long-Term Retrieval, Short-Term Memory, Visual Processing, Auditory Processing, Processing Speed, Comprehension-Knowledge, Fluid Reasoning) and mathematics achievement measures (WJ-R Basic Mathematics Skills and Mathematics Reasoning clusters) was investigated in the WJ-R standardization sample. Multiple regression analysis with the WJ-R cognitive clusters as predictors and the mathematics achievement measures as criteria at 21 different age groups revealed significant relationships among three of the seven cognitive clusters and mathematics achievement at various ages. The degree of relationship between the cognitive clusters and mathematics achievement changed as a function of age. The results have implications for using standardized measures of cognitive abilities to explain problems of mathematics achievement.

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