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
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...
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| Veröffentlicht in: | Journal of psychoeducational assessment 2017-02, Vol.35 (1-2), p.168-185 |
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| container_title | Journal of psychoeducational assessment |
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| creator | Breaux, Kristina C. Avitia, Maria Koriakin, Taylor Bray, Melissa A. DeBiase, Emily Courville, Troy Pan, Xingyu Witholt, Thomas Grossman, Sandy |
| description | 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. |
| doi_str_mv | 10.1177/0734282916669657 |
| format | Article |
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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.</description><identifier>ISSN: 0734-2829</identifier><identifier>EISSN: 1557-5144</identifier><identifier>DOI: 10.1177/0734282916669657</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>Achievement Tests ; Children ; Cognitive Ability ; Cognitive Processes ; Comparative Analysis ; Elementary School Students ; Error Patterns ; Intelligence Tests ; Logical Thinking ; Mathematics ; Mathematics Achievement ; Memory ; Oral Language ; Phonology ; Preschool Children ; Reading ; Reading Achievement ; Scores ; Secondary School Students ; Spelling ; Writing (Composition) ; Writing Achievement</subject><ispartof>Journal of psychoeducational assessment, 2017-02, Vol.35 (1-2), p.168-185</ispartof><rights>The Author(s) 2016</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c303t-3b93be9706e0918524418bb698b8fec85c97ba434108d029088d6a773379f9f43</citedby><cites>FETCH-LOGICAL-c303t-3b93be9706e0918524418bb698b8fec85c97ba434108d029088d6a773379f9f43</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/0734282916669657$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/0734282916669657$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>314,776,780,21799,27903,27904,43600,43601</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1130074$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Breaux, Kristina C.</creatorcontrib><creatorcontrib>Avitia, Maria</creatorcontrib><creatorcontrib>Koriakin, Taylor</creatorcontrib><creatorcontrib>Bray, Melissa A.</creatorcontrib><creatorcontrib>DeBiase, Emily</creatorcontrib><creatorcontrib>Courville, Troy</creatorcontrib><creatorcontrib>Pan, Xingyu</creatorcontrib><creatorcontrib>Witholt, Thomas</creatorcontrib><creatorcontrib>Grossman, Sandy</creatorcontrib><title>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</title><title>Journal of psychoeducational assessment</title><description>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.</description><subject>Achievement Tests</subject><subject>Children</subject><subject>Cognitive Ability</subject><subject>Cognitive Processes</subject><subject>Comparative Analysis</subject><subject>Elementary School Students</subject><subject>Error Patterns</subject><subject>Intelligence Tests</subject><subject>Logical Thinking</subject><subject>Mathematics</subject><subject>Mathematics Achievement</subject><subject>Memory</subject><subject>Oral Language</subject><subject>Phonology</subject><subject>Preschool Children</subject><subject>Reading</subject><subject>Reading Achievement</subject><subject>Scores</subject><subject>Secondary School Students</subject><subject>Spelling</subject><subject>Writing (Composition)</subject><subject>Writing Achievement</subject><issn>0734-2829</issn><issn>1557-5144</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2017</creationdate><recordtype>article</recordtype><recordid>eNp1kEFOwzAQRS0EEqWwZ4PkAzRgx05sL0spUCgCUaDLyEkmTSA4le0u2HENzsCtOAlJi1ggsZo_-vOf9AehQ0qOKRXihAjGQxkqGsexiiOxhXo0ikQQUc63Ua-zg87fRXvOPRPCSRSGPfR5p70HaxxuCjzzFszClw5rk-M56BcDzkHrGexLwPPJbBQ8DfDZcBZMJoP11fXwdNQua_1QQmXxPdTaV41xZbXEvmmpqxyMd1_vH3hsbWMdrgy-tbrGU20WK72AQRvSeWUWAzy3lV-L2RLqeq069I325T7aKXTt4OBn9tHj-fhhdBlMby8mo-E0yBhhPmCpYikoQWIgisoo5JzKNI2VTGUBmYwyJVLNGadE5iRURMo81kIwJlShCs76iGy4mW2cs1AkS1u9avuWUJJ0z07-PruNHG0iYKvs93x8RSkjRHTIYOO7tm3y3KysaRv8z_sGSS6HOg</recordid><startdate>20170201</startdate><enddate>20170201</enddate><creator>Breaux, Kristina C.</creator><creator>Avitia, Maria</creator><creator>Koriakin, Taylor</creator><creator>Bray, Melissa A.</creator><creator>DeBiase, Emily</creator><creator>Courville, Troy</creator><creator>Pan, Xingyu</creator><creator>Witholt, Thomas</creator><creator>Grossman, Sandy</creator><general>SAGE Publications</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>20170201</creationdate><title>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</title><author>Breaux, Kristina C. ; 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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. 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| source | SAGE Complete |
| subjects | Achievement Tests Children Cognitive Ability Cognitive Processes Comparative Analysis Elementary School Students Error Patterns Intelligence Tests Logical Thinking Mathematics Mathematics Achievement Memory Oral Language Phonology Preschool Children Reading Reading Achievement Scores Secondary School Students Spelling Writing (Composition) Writing Achievement |
| title | 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 |
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