Patterns of Strengths and Weaknesses on the WISC-V, DAS-II, and KABC-II and Their Relationship to Students’ Errors in Oral Language, Reading, Writing, Spelling, and Math

Abstract

This study investigated the relationship between specific cognitive patterns of strengths and weaknesses and the errors children make on oral language, reading, writing, spelling, and math subtests from the Kaufman Test of Educational Achievement-Third Edition (KTEA-3). Participants with scores from the KTEA-3 and either the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V), Differential Ability Scales-Second Edition (DAS-II), or Kaufman Assessment Battery for Children-Second Edition (KABC-II) were selected based on their profile of scores. Error factor scores for the oral and written language tests were compared for three groups: High Gc paired with low processing speed, long-term memory, and/or reasoning abilities; Low Gc paired with high speed, memory, and/or reasoning; and Low orthographic and/ or phonological processing. Error factor scores for the math tests were compared for three groups: High Gc profile; High Gf paired with low processing speed and/or long-term memory; and Low Gf paired with high processing speed and/or long-term memory. Results indicated a difference in Oral Expression and Written Expression error factor scores between the group with High Gc paired with low processing speed, long-term memory, and/or reasoning abilities; and the group with Low Gc paired with high speed, memory, and/or reasoning.

Practicing Teachers’ Attributions for the Behaviour of Students With Learning Disabilities and Attention-Deficit/Hyperactivity Disorder

“…LDs are likewise neurodevelopmental disorders that are characterized by "persistent difficulties learning keystone academic skills, with onset during the years of formal schooling" (APA, 2013, p. 68). Furthermore, professionals in the field have identified specific cognitive processing deficits (e.g., processing speed, working memory, visuospatial skills), that can make it difficult for children to learn foundational academic skills in a given area, regardless of whether they have a diagnosed LD (Breaux et al, 2017). For example, processing speed is important for automatic math calculations (e.g., addition, subtraction).…”

Error Analysis

“…The studies in Part 3 examine the patterns of errors made by specific clinical samples, including students identified as gifted learning disabled (Ottone-Cross et al, 2017), mildly intellectually disabled (Root et al, 2017), reading and math disordered (Avitia et al, 2017), attention deficit hyperactivity disorder (ADHD) with and without reading disorder (Pagirsky et al, 2017), and students exhibiting language comprehension and fluency difficulties (Koriakin et al, 2017). Part 4 examines in more detail the relationship between processing strengths and weaknesses identified with cognitive measures and types of errors (Breaux et al, 2017; Koriakin et al, 2017; Liu et al, 2017).…”