In order to make appropriate educational recommendations, psychologists must understand how cognitive test scores influence specific academic outcomes for students of different ability levels. We used data from the WISC-V and WIAT-III (N = 181) to examine which WISC-V Index scores predicted children's specific and broad academic skills and if…

Identifying meaningful cognitive and noncognitive predictors of mathematical competence is critical for developing targeted interventions for students struggling with mathematics. Here, 317 students' short-term verbal memory, verbal and visuospatial working memory, complexspatial abilities, intelligence, and mathematics attitudes and anxiety were…

The present longitudinal study investigated the developmental trajectories of addition, subtraction, and multiplication fluency; their relationships to general cognitive functions; and potential interrelations between reading fluency and growth in arithmetic fluency for different operations. The central prediction was that measures of arithmetic…

We examined the concurrent relationship between narrative skills (the Renfrew Bus Story Test) and core language measures (vocabulary, grammar and verbal memory) at age 4 and the longitudinal relationship between core language and listening comprehension skills at age 7 in a sample of 215 children using latent variables and structural equation…

Students with specific learning disabilities (SLDs) represent a large proportion of those receiving special education services in U.S. schools, but the relationship between student-level variables and SLD identification is still not well understood. The purpose of this study was to examine the extent to which data collected as part of a…

Researchers investigated the self-concept profiles of twice-exceptional students in relationship to their cognitive ability and participation in educational services. All subjects (N = 64) had high ability (IQ score at or above the 90th percentile) and were diagnosed with either an autism spectrum disorder (ASD; n = 53) or specific learning…

The primary aim of this study was determining Grade 1 cognitive predictors of students at risk for writing disabilities in Grades 2 through 4. Applying cognitive measures selected to align with theoretical and empirical models of writing, tasks were administered to Grade 1 students assessing fine-motor, linguistic, and executive functions: 84 at…

The primary aim of this study was determining Grade 1 cognitive predictors of students at risk for writing disabilities in Grades 2 through 4. Applying cognitive measures selected to align with theoretical and empirical models of writing, tasks were administered to Grade 1 students assessing fine-motor, linguistic, and executive functions: 84 at…

This study examined whether the spelling abilities of adults with low literacy skills could be predicted by their phonological, orthographic, and morphological awareness. Sixty Adult Basic Education (ABE) students completed several literacy tasks. It was predicted that scores on phonological and orthographic tasks would explain variance in…

The study investigated cognitive deficits associated with dyslexia and familial risk of dyslexia (endophenotypes) by comparing children from families with and without a history of dyslexia. Eighty-eight school-aged children were assessed on measures of phonology, language and rapid automatized naming. A series of regression analyses with family…

After multiple reviews of the literature, which documented that multiple cognitive processes may be involved in mathematics ability and disability, Geary (1993) proposed a model that included three subtypes of math disability: Semantic, Procedural, and Visuospatial. A review of the extant literature produced three studies that examined Geary's…

Purpose: The relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with…

Evidence suggests that children living in areas designated as socially disadvantaged may be at risk for literacy difficulties. The Simple View of Reading (Gough & Tunmer, 1986; Hoover &Gough, 1986) is a theoretical model that sets out to describe the processes that children need to develop to become proficient readers, that is word…

Developmental predictors of children's fraction concepts and procedures at the end of fourth grade were investigated in a 2-year longitudinal study. Participants were 357 children who started the study in third grade. Attentive behavior, language, nonverbal reasoning, number line estimation, calculation fluency, and reading fluency each…

Concerns about the ability-achievement discrepancy method for specific learning disability (SLD) determination led to alternative research-based methods, such as failure to respond to intervention. Neither of these "regulatory" methods address the "statutory" SLD definition, which explicitly includes a deficit in "basic…