CHC narrow and broad processes as predictors of basic reading achievement

Cattell-Horn-Carroll's (CHC) theory seeks to address the issue of specific learning disability identification by linking particular areas of cognitive abilities with academic achievement. Recent research has examined individual patterns of strengths and weaknesses in cognitive and academic abilities to identify students with Specific Learning Disabilities (SLDs). The basis for this assertion is the research linking specific cognitive abilities, defined within the CHC framework, with specific academic domains. The present study examines the correlations between CHC cognitive abilities and reading achievement. This study was conducted through the use of archival data from a large urban school district in the Southwest United States. All students were evaluated for their academic achievement using Woodcock-Johnson Psychoeducational Battery–Third Edition Tests of Academic Achievement (W-J III ACH). Participants were administered selected subtests from the WJ-III Tests of Cognitive Ability (W-J III COG) by district school psychologists in relation to specific referral concerns. Results of this study indicate that the broad ability of Ga is not significantly related to basic reading achievement within a clinical population. Focusing assessment and intervention on the narrow ability Ga-PC may be more effective in accurate identification and intervention for students with reading difficulties.