Cattell-Horn-Carroll broad cognitive ability profiles for dyslexia and intellectual disability

ABSTRACT

The Cattell-Horn-Carroll (CHC) factors of the Woodcock-Johnson Arabic Tests were studied with a group of children with dyslexia (n = 37), children with Intellectual Disability (ID) (n = 37), and average children (n = 37). A total sample of 111 Jordanian children with mean age of 116 months participated in the study. The purpose of this study was twofold: to contribute to the research examining the CHC broad cognitive abilities associated with children with mild disabilities, and to specifically shed light on the cognitive ability patterns that presumably contribute to dyslexia or ID. The findings revealed significant differences among the three groups of this study (Dyslexia, ID, and average children) on all cognitive measures, and in terms of their general intelligence. These differences were in favour of average children then children with dyslexia, and the worst performances were documented for children with ID. Interestingly, children with dyslexia/ID showed relative strengths in visual processing. Implications of the findings are also discussed.

KEYWORDS:

• Dyslexia
• intellectual disability
• Woodcock-Johnson Arabic Tests
• Cattell-Horn-Carroll Theory

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

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 disabilities, the use of curriculum-based measurements, and inclusive schools. Currently, Dr. Abu-Hamour is the Principal Investigator of standardizing Woodcock Johnson Tests to Arabic language. He has published more than thirty-five research articles, one book, and two book chapters related to learning disabilities and psychological testing.

Hanan Al Hmouz is an Associate Professor in the Department of Counseling and Special Education at Mutah University, Jordan. Her main area of interest is exploring the cognitive profiles for students with special needs. Recently, Dr. Al Hmouz has published 17 research articles and one book related to the field of special education.