Relationships Between Cattell–Horn–Carroll (CHC) Cognitive Abilities and Math Achievement Within a Sample of College Students With Learning Disabilities
Restricted accessResearch articleFirst published online May, 2012
Relationships Between Cattell–Horn–Carroll (CHC) Cognitive Abilities and Math Achievement Within a Sample of College Students With Learning Disabilities
This study examined the relationship between cognitive abilities and math achievement within a sample of college students with learning disabilities (LD). The cognitive abilities were seven areas identified by Stratum II of the Cattell–Horn–Carroll (CHC) theory of cognitive abilities, in addition to the eighth area of Working Memory. Math performance was assessed via math calculation and math reasoning tasks. Instruments include the Woodcock–Johnson III Tests of Cognitive Abilities and Tests of Achievement. Participants were 158 college students with a diagnosed LD in math. Multiple regression analyses found that Processing Speed and Working Memory were related to Math Calculation scores and that Comprehension-Knowledge, Fluid Reasoning, and Working Memory were related to Math Reasoning. Implications for the assessment of math LD in the college populations are discussed.
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