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The present study was designed to examine whether a relationship exists between scores on simultaneous and sequential cognitive processes, on one hand, and performance on the Reading Decoding and Arithmetic subtests of the Kaufman Assessment Battery for Children (K–ABC), on the other hand, using a sample of 170 Egyptian school children in Grades 1, 3, and 5. To examine the differential magnitudes of the relationship between scores for cognitive processing and school achievement a two by two (simultaneous × sequential) analysis of variance was calculated with reading decoding and arithmetic scores as dependent variables. The results indicated that cognitive processing, especially simultaneous synthesis, is related to arithmetic as well as decoding during reading. Scores on sequential processing were not significantly related to scores for decoding reading and may not be important as simultaneous processing for mathematical skills. The findings were interpreted in the context of the Arabic orthographic system and in view of the nature of the cognitive and mathematical tasks employed in this study.

The present study investigated the consistency on which the Kaufman Assessment Battery for Children (K-ABC) is based. To examine the construct validity of this battery, six subtests of the K-ABC and one test from the Wechsler Intelligence Scale for Children-Revised were administered to 172 children (82 boys and 90 girls) in Grades 1, 3, and 5. Using exploratory and confirmatory factor analysis, the factor structure for the Egyptian sample was obtained for Mental Processing and Achievement subtests and then compared to the factor structure obtained for children from the standardization sample. Analysis showed that the factor structure obtained from the Egyptian sample was similar to the specified structure of the K-ABC. The results were discussed in terms of biological and cultural influences on the stability of the two modes of processing.