The cognitive profiles of Jordanian students at risk for math disability

ABSTRACT

The Cattell–Horn–Carroll (CHC) factors of the Woodcock–Johnson (WJ) Arabic Tests of Cognitive Abilities were studied with a group of students at risk of Math Disability (MD) (n50) and average students (n50) between second and fourth grades. Specifically, several statistical analyses were conducted using the seven CHC factors identified by the WJ Arabic Tests and the level of math calculation skills. The two groups were matched on grade, gender, age, and father’s level of education. The findings indicated that average students had higher scores in all tests, but no statistical difference exists between at risk of MD and average groups in terms of Visual-Spatial Thinking or Auditory Processing scores. In addition, the best model for predicting math calculation skills was based on a combined measure of Processing Speed and Short-Term Working Memory factors. Implications of the findings are also discussed.

KEYWORDS:

• Math disability
• Woodcock–Johnson Arabic Tests
• specific learning disability
• Cattell–Horn–Carroll theory

Acknowledgement

This work was conducted during a sabbatical leave from the author's university/ Mutah University-Jordan.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributor

Dr. Bashir Abu-Hamour is an Associate Professor of Learning Disabilities in the Department of Special Education at Mutah University, Jordan. His primary research interests are exploring cognitive abilities for students with reading and math difficulties, the use of curriculum-based measurements, and inclusion of students with disabilities. Currently, Dr. Abu-Hamour is the Principal Investigator of standardizing Woodcock Johnson Tests to Arabic language. He has published more than thirty research articles, one book, and two book chapters related to learning disabilities and psychological testing.