1

What School Psychologist are Measuring with Their Tests.

CHC Theory Primer-Draft

This information is provided only as a guide to the publications cited below and cannot stand alone. You
must use those essential references to understand CHC theory and apply it to the McGrew, Flanagan, & Ortiz
Integrated Cattell-Horn-Carroll Cross-Battery Approach. Most of the examples of tests for various narrow abilities
below are taken from the same sources and from Mather & Woodcock (2001a; 2001b) and McGrew & Woodcock
(2001). They are only a few examples of the many given in Alfonso's, Flanagan's, Mascolo's, Mather's, McGrew's,
and Ortiz's cited texts. Tests in (parentheses) are secondary measures of the narrow ability and a primary measure
of some other narrow ability. Tests or procedures marked with "?" are our guesses. The information on significant
relationships between other CHC abilities and reading and math achievement are taken from Flanagan & Ortiz
(2001, pp. 50-51); Flanagan, McGrew, & Ortiz (2000, p. 286), and McGrew & Flanagan (1998, p. 422), where
there is also an in-depth discussion of this issue, including the basis in research.
.

G. Eggett
LA County Office of Education.

Broad Abilities
Fluid Intelligence Gf
Fluid reasoning. Problem-solving tasks that are not
automatic. Often considered the essence of g. Glr
and Gsm (MW) are probably essential components.
I and RG "play a moderate role in reading
comprehension. . . . [and] are consistently very
important at all ages" in math achievement
(Flanagan & Ortiz, 2000, p. 50). We suspect that
first encounters with new, generally non-Gf tasks
have a Gf component that wears off quickly.
2
Narrow Abilities
General Sequential Reasoning (RG) (AKA deductive reasoning)
WJ III Analysis-Synthesis; (WJ III Planning); KAIT Logical Steps; LIPS-R
Picture Context, Visual Coding; SB5 Nonverbal Fluid Reasoning & Verbal
Fluid Reasoning.
Induction (I)
WJ III Concept Formation; LIPS-R, Classification, Design Analogies, Repeated
Patterns, Sequential Order; Raven's & other matrix tests (DAS II Matrices,
Wechsler Matrix Reasoning); WISC-IV & WPPSI-III Picture Concepts; KABC-
II Pattern Reasoning & Story Completion.
Quantitative Reasoning (RQ)
WJ III Applied Problems; (WJ III Quantitative Concepts); WJ III DS Number
Matrices & Number Series; Wechsler Arithmetic; WIAT-II Mathematics
Reasoning DAS II Seq. & Quant. Reasoning; SB:IV Equation Building,
Number Series, Nonverbal Quant. Reasoning, & Verbal Quant. Reasoning
Piagetian Reasoning (RP)
various Piagetian scales
Speed of Reasoning (RE)
Comprehensive Trail-Making Test (CTMT)? LIPS-R Attention Divided?
Crystallized Intelligence Gc

Largely verbal intelligence; not only one's
knowledge of one's culture, but also one's ability to
apply that knowledge effectively. This is a
cognitive ability. Most LD tests also measure VL
and vice versa. Although most oral, verbal tests are
classified under Gc, some clearly involve more
reasoning (Gf?) than others. LD, VL, and LS are
important [for reading and math achievement] at all
ages. These abilities become increasingly . . .
important with age" (Flanagan & Ortiz, 2001, p.
50). Obviously, Gc abilities are also very important
for writing and for achievement in content-area
subjects. Many Gc abilities are covered better by
the tests used in speech and language evaluations
that by those used in psychoeducational
evaluations.
G. Eggett
LA County Office of Education.
3
Language Development (LD)
WJ III ACH Story Recall; Understanding Directions; Picture Vocabulary;
Editing; WJ III COG Verbal Comprehension; WISC-IV Comprehension.,
Similarities; CASL Nonliteral Language & Sentence Comprehension of Syntax;
CELF-4 Sentence Assembly; ITPA-3 Spoken Vocabulary; TOLD I:3 Generals
& Picture Vocabulary, Sentence Combining, & Receptive Vocabulary
Lexical Knowledge (VL) (vocabulary)
WJ III Verbal Comprehension; WJ III DS Bilingual Verbal Comp.; WJ III ACH
Picture Vocabulary, Reading Vocabulary; DAS-II Word Definitions, Naming
Vocabulary; most vocabulary tests; KABC-II Expressive Vocabulary, Riddles, &
Verbal Knowledge; SB5 Verbal Knowledge; Wechsler Similarities, Vocabulary,
& Word Reasoning, WPPSI-III Picture Naming & Receptive Vocabulary; CASL
Ambiguous Sentences, Antonyms, Comp. of Basic Concepts & Synonyms;
CELF-4 Expressive Vocabulary, Word Classes Expressive & Receptive, &
Word Definitions; CREVT-2 & CREVT-A Expressive & Receptive Vocabulary;
DAB- 3 Synonyms; EOWPVT-2000 Expressive One-Word Picture Vocabulary;
EVT Expressive Vocabulary Test; GDRT-2 Listening Vocabulary; ITPA-3
Spoken Analogies; Peabody Picture Vocabulary Test-3ed Ed.; ROWPVT-2000
Receptive One-Word Picture Vocabulary; TACL-3 Grammatical Morphemes &
Vocabulary; TOLD-P:3 Oral Vocabulary & Picture Vocabulary; TOPAS
Rhyming; WJ III DRB Oral Vocabulary; WORD-2 Antonyms, Associations,
Definitions, Flexible Word Use, Semantic Absurdities, & Synonyms; WRMT-
R/NU Word Comprehension; YCAT Spoken Knowledge. [NB: no distinction is
made between receptive & expressive.]
Listening Ability (LS)
WJ III ACH Oral Comprehension, Understanding Directions, Story Recall;
speech & language tests General (verbal) Information (K0) WJ III COG
General Information; WJ III ACH Academic Knowledge; WISC-IV
Information; CASL Idiomatic Language, Meaning from Context, Paragraph
Comp. of Syntax & Sentence Completions; CELF-4 Concepts & Following
Directions, Semantic Relationships, Sentence Structure, Understanding Spoken
Paragraphs, & Word Structure; DAB-3 Characteristics & Story Comprehension;
KTEA-II Listening Comprehension; TACL-3 Elaborated Phrases & Sentences;
TAPS-3 Auditory Comprehension; TELD-3 Receptive Language; TOLD-I:3
Word Ordering; TOLD-P:3 Grammatic Understanding; WIAT-II Listening
Comprehension; WJ III DRB Oral Comprehension.
Information about Culture (K2)
(WJ III ACH Academic Knowledge); KAIT Famous Faces; K-ABC Faces
& Places
General Science Information (K1)
WJ III ACH Academic Knowledge; group achievement tests of science
Geography Achievement (A5)
WJ III ACH Academic Knowledge
Communication Ability (CM) ("real life") WIAT-II
Oral Expression; KTEA-II Oral Expression
Oral Production and Fluency (OP)
CELF-4 Formulated Sentences; TELD-3 Expressive Language
Grammatical Sensitivity (MY)
WJ III ACH Editing (grammar items)?; CASL Grammatical Morphemes,
Grammaticality Judgment, Syntax Construction; DAB-3 Grammatic
Completion; ITPA-3 Morphological Closure; TOCL Spoken Language; TOLD-
I:3 Malapropisms & Grammatical Comprehension; TOLD-P:3 Grammatic
Completion
Foreign Language Proficiency (KL)
SAT exams in non-English languages?

Visual Processing Gv
My favorite definition of Gv is Richard
Woodcock's "fluent thinking with images that are
visual in the mind's eye." Gv does include simple,
perceptual, visual processing tasks, but it also
includes higher-level cognitive reasoning and
problem-solving. There might be some real merit to
separating the two. Gv "may be important primarily
for higher- level or advanced mathematics (e.g.,
geometry, calculus)" (Flanagan & Ortiz, p. 50). My
experience is that students with much stronger Gv
than Gc abilities use the Gv abilities in unexpected
ways, sometimes maladaptively. Weaknesses in Gv
can impair mental visualization (sometimes
interfering with reading comprehension) and
nonverbal communication. Visual Memory (MV) is
a Gv narrow ability, not Gsm.
4
Spatial Relations (SR)
WJ III COG Spatial Relations; Wechsler Block Design; DAS-II Pattern
Construction; LIPS Figure Rotation; (WISC-III Object Assembly); KABC-
II Triangles; SB5 NV Visual-Spatial Processing; KM/R/NU Geometry
Visual Memory (MV)
WJ III ACH Picture Recognition; DAS-II Recall of Designs, Recognition of
Pictures; KAIT Memory for Block Designs; LIPS-R Immediate Recognition;
Forward Memory; KABC-II Face Recognition; visual subtests in many memory
batteries; WRAML-2; WISC-IV Integrated Spatial Span?
Visualization (Vz)
WJ III COG Spatial Relations; DAS-II Matching Letter-Like Forms; LIPS-R
Matching, Form Completion; Paper Folding; (WISC-IV Block Design; DAS-II
Pattern Construction; LIPS Figure Rotation); KABC-II Block Counting,
Conceptual Thinking, Pattern Reasoning, & Story Completion; SB5 Verbal
Visual-Spatial; WAIS-III Picture Arrangement; WJ III DS Block Rotation
Closure Speed (CS) [target is not known in advance] WAIS-III/WPPSI-III
Object Assembly; KABC-II Gestalt Closure; WJ III DS Visual Closure
Flexibility of Closure (CF) [target is known in advance]
LIPS-R Figure-Ground; Wechsler Picture Completion
Spatial Scanning (SS)
WJ III COG Planning; KABC-II Rover; WISC-III, etc. Mazes; WISC-IV
Integrated Elithorn Mazes
Serial Perceptual Integration (PI)
K-ABC Magic Window
Length Estimation (LE)
Perceptual Illusions (IL) (actually resistance thereto)
Perceptual Alternations (PN)
Imagery (IM)
Poorly defined: involves mentally altering abstract shapes.
 5
Auditory Processing Ga
"Phonetic coding (PC) or 'phonological awareness/ processing' is very important [to reading development] during the elementary
school years" (Flanagan & Ortiz, 2001, p. 50). Phonological abilities and Rapid Automatized Naming [Glr (NA)] are, of course, the
hot topics in reading assessment. Even more fundamental sound discrimination and perception issues are important for
neuropsychological assessment. The ability to hear clearly under less-than-ideal circumstances is very important for school
functioning. See your friendly, local audiologist.

Phonetic Coding: Analysis (PC:A)

WJ III COG Incomplete Words; WJ III ACH Word Attack, Spelling of Sounds, Sound Awareness; WJ III DRB Sound Awareness;
CTOPP Elision, Segmenting Nonwords, Segmenting Words & Sound Matching; LAC; segmentation, deletion, and rhyming tasks;
auditory discrimination tasks such as the Wepman, DAB-3 Phonemic Analysis; GDRT-2 Phonological Segmentation; ITPA-3 Sound
Deletion; TAPS-3 Phonological Segmentation; TOCL Knowledge of Print; TOLD-P:3 Phonemic Analysis; TOPAS Incomplete Words,
Phoneme Deletion. KTEA-II; DAS-II Phonological Processing

Phonetic Coding: Synthesis (PC:S)

WJ III COG Sound Blending; WJ III DRB Sound Blending; WJ III ACH Word Attack, Sound Awareness; CTOPP Blending Nonwords &
Blending Words; CELF-4 Phonological Awareness; KTEA-II Phonological Awareness; TAPS-3 Phonological Blending; TOLD-P:3
Word Articulation; substitution and blending tasks; DAS-II Phonological Processing

Speech Sound Discrimination (US)

WJ III COG Auditory Attention; WJ III DS Sound Patterns-Music, & Sound Patterns-Voice; TOPAS Sound Sequences; TOPA-2+
Letter Sounds & Phonological Awareness; TOLD-P:3 Word Discrimination; TAPS-3 Word Discrimination

Resistance to Auditory Stimulus Distortion (UR)

WJ III COG Auditory Attention; GFW Selective Auditory Attention; SCAN-C-R Auditory Figure-Ground & Filtered Words

Memory for Sound Patterns (UM)

General Sound Discrimination (U3)

Temporal Tracking (UK)

Musical Discrimination & Judgment (U1, U9) WJ III DS Sound Patterns-Music

Maintaining and Judging Rhythm (U8)

Sound-Intensity/Duration Discrimination (U6)

Sound-Frequency Discrimination (U5)

Hearing & Speech Threshold Factors (UA,UT,UU)

Absolute Pitch (UP)

Sound Localization (UL)

SCAN-C-R Competing Words & Competing Sentences

G. Eggett
LA County Office of Education.

Short-Term Memory Gsm
Although this ability is very important in its own
right and because of its contribution to Gf, I don't
think it has been sorted out adequately. You note
that visual memory is classified under Gv, not Gsm.
MS "is important [for reading and math] especially
when evaluated within the context of working
memory" (Flanagan & Ortiz, 2001, p. 50).
Weaknesses in working memory seem to be very
significant for writing. It is an irony that those who
need to memorize "math facts" or spelling rules
because they cannot afford to be distracted while
working are challenged in learning them.
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Memory Span (MS)
DAS-II Recall of Digit Forward; WJ III COG Memory for Words; WJ III DS
Memory for Sentences; Wechsler Digit Span forward; SB5 Nonverbal Working
Memory & Verbal Working Memory; KABC-II Hand Movements, Number
Recall, & Word Order; CELF-4 Familiar Sequences, Number Repetition &
Recalling Sentences; CTOPP Memory for Digits & Nonword Repetition; ITPA-3
Rhyming Sequences & Syntactic Sentences; TAPS-3 Number Memory Forward,
Sentence Memory & Word Memory; TOLD-P:3 Sentence Imitation various digit
span and word memory tests ; WRAML-2; WISC-IV Integrated Spatial Span?
[Sentence-repetition tests are classified here, but for younger children, repeating
sentences also appears to involve and measure Gc LD; see, for example the
factor analysis of the SB:IV in Sattler (2001, ch.14).]
[No distinction appears to have been made yet in this framework
between memory and sequential memory.]
Working Memory (MW)
DAS-II Recall of Digit Backward, Recall of Sequential Order; Wechsler Digit
Span backward; WJ III Numbers Reversed & Auditory Working Memory;
Wechsler Letter-Number Sequencing; WISC-IV/WAIS-III Arithmetic; CTOPP
Phoneme Reversal; TAPS-3 Number Memory Reversed; WRAML-2; other
reversed digit, memory tasks; and probably separate scores for reversed digits
when they are broken out from total digit span tests (e.g., Kaplan, Fein,
Kramer, Delis, & Morris, 1999)?
Learning Abilities (L1) (also in Glr)
"A number of factors . . . specific to particular kinds of learning situations and
memory . . . . Not clearly defined by existing research" (McGrew & Flanagan,
1998, p. 35). For example, speed of relearning material after other tasks, e.g., WJ
III COG Visual-Auditory Learning-Delayed?

Long-Term Storage and
Retrieval Glr
The issue here is the storage and retrieval. Glr is
how information gets into Gc. Glr seems to be very
important for Gf. "Naming Facility (NA) or 'rapid
automatic naming' is very important [for reading]
during the elementary school years. Associative
Memory (MA) may be somewhat important at
select ages (e.g., age 6)" (Flanagan & Ortiz, 2001,
p. 51). Weaknesses in both Ga (PC) and Glr (NA)
constitute the "double- deficit" pattern of dyslexia
(Wolf & Bowers, 1999) that is receiving much
current attention. The definition of NA seems to
have shifted usefully from category naming to item
naming. Lack of fluency in recalling "math facts"
can be a serious hindrance to math achievement.
G. Eggett
LA County Office of Education.
7
Associative Memory (MA)
WJ III/WRMT-R/NU Visual-Auditory Learning; WJ III COG Visual- Auditory
Learning & Visual-Auditory Learning-Delayed; WJ III DS Memory for Names &
Memory for Names-Delayed; LIPS-R Delayed Recognition, Associated Pairs,
Delayed Pairs; KABC-II Atlantis, Atlantis Delayed, Rebus & Rebus Delayed;
KAIT Rebus and Rebus Delayed; various paired-associates learning tasks
Meaningful Memory (MM)
WJ III ACH Story Recall, Story Recall-Delayed; (WJ III Visual-Auditory
Learning); (WJ III Visual-Auditory Learning-Delayed); (LIPS-R Associated
Pairs, Delayed Pairs); TOCL Writing from Memory; story recall tests
Free Recall Memory (M6)
DAS-II Recall of Objects; WRAML-2; various word-list tests
Ideational Fluency (FI)
WJ III COG Retrieval Fluency; FAS test; CELF-4 Word Associations
Associational Fluency (FA)
WJ III COG Retrieval Fluency; KTEA-II Associational Fluency
Expressional Fluency (FE)
DAS-II Verbal Similarities if there were a time limit?
Naming Facility (NA)
WJ III Rapid Picture Naming; CELF-4 Rapid Automatic Naming; CTOPP Rapid
Color Naming, Rapid Digit Naming, Rapid Letter Naming & Rapid Object
Naming; GDRT-2 Rapid Naming; KETA-II Naming Facility; RAN/RAS Colors,
Letters, Objects, Numbers, RAS2-Set, & RAS3-Set.
Word Fluency (FW)
rapid rhyming tasks?
Figural Fluency (FF)
NEPSY Design Fluency; Torrance Tests of Creative Thinking?
Figural Flexibility (FX)
Tangrams ©
Sensitivity to Problems (SP)
WISC-IV Comprehension? TOPS? Practical problem identification.
Originality/Creativity (FO) Torrance
Tests of Creative Thinking?
Learning Abilities (L1) (see above)

Processing Speed Gs
"Attentive speediness" (McGrew & Flanagan,
1998, p. 44). Gs can be critical in allowing mental
processes to be carried out within the limits of
memory capacity. "Perceptual speed(P) abilities are
important [for reading and math] during all school
years . . . "(Flanagan & Ortiz, p. 51).
Decision/Reaction Time or Speed Gt
"Gt abilities reflect the immediacy with which an
individual can react . . . while Gs abilities reflect
the ability to work quickly over a longer period of
time" (McGrew & Flanagan, 1998, p. 44).
Quantitative Knowledge Gq
Dawn Flanagan has wisely suggested that
academic achievement and cognitive abilities
should be seen as a continuum rather than a
dichotomy.
8
Perceptual Speed (P)
WJ III COG Visual Matching, Pair Cancellation; WJ III DS Cross Out; Wechsler
Symbol Search; WISC-IV Cancellation; LIPS-R Attention Sustained; DAS-II
Speed of Info. Processing A, Rapid Naming
Rate of Test Taking (R9)
(WJ III Visual Matching); (WISC-III Symbol Search); WAIS-III Digit Symbol-
Coding; Wechsler Coding; (LIPS-R Attention Sustained)
Number Facility (N)
WJ III Decision Speed; WJ III Math Fluency; DAS-II Speed of
Information Processing B & C
Simple Reaction Time (R1) Various computerized vigilance tests and ?????
Choice Reaction Time (R2) Mesulam
Semantic Processing Speed (R4)
WJ III Decision Speed
Mental Comparison Speed (R7) DS
Speed of Information Processing?
Speed of Making Errors (RX)
Mathematical Knowledge (KM)
WJ III ACH Quantitative Concepts; (WJ III Applied Problems); (K-TEA-II
Math Concepts & Applications); WRAT-Exp Mathematics; S-DMS Math
Concepts; PIAT-R/NU Mathematics; KM-R/NU Time and Money,
Measurement, & Interpreting Data; DAB-3 Math Reasoning; CMAT Time,
Money, Measurement, Geometry, & Charts Tables and Graphs.
Mathematical Achievement (A3)
WJ III ACH Calculation, Math Fluency, Applied Problems; K-TEA-II Math
Computation, Math Concepts & Applications; PIAT-R/NU Mathematics; CMAT
Addition, Algebra, Division, Multiplication, Problem Solving, Rational Numbers,
& Subtraction; DAB-3 Math Calculation; HAMAT Arithmetic, KM-R/NU
Addition, Division, Estimation, Mental Computation, Multiplication, Numeration,
Problem Solving, Rational Numbers, & Subtraction; S-DMS Math Calculation &
Math Problem Solving; WIAT-II Numerical Operations & Math Reasoning;
YCAT Mathematics

Reading/Writing Grw
Tasks that involve reading and writing are
classified under Glr, but the cognitive processes
involved once the words have been decoded are
like those in Gc. The method of assessment is
absolutely critical in Grw. Although the myriad
types of reading tests are highly correlated in large
samples, different reading tests are almost
guaranteed to give different results to an
individual, especially one with a learning
disability. There is a great deal to be sorted out in
Grw. See Flanagan, Ortiz, Alphonso, & Mascolo
(2002).
G. Eggett
LA County Office of Education.
9
Reading Decoding (RD)
WRMT-R/NU Word Attack, Word Identification, Letter Identification, &
Supplementary Letter Checklist; WRAT-Exp Reading; WJ III DRB Word Attack
& Letter Word Identification; WJ III ACH Word Attack & Letter-Word
Identification; WIST Word Identification & Sound-Symbol Knowledge; WIAT-
II Word Reasoning & Pseudoword Decoding; YCAT Reading; TOWRE Sight
Word Efficiency & Phonemic Decoding Efficiency; TOCL Word Recognition;
TERA-3 Alphabet; SRI-2 Word Recognition Accuracy; SORT-R3; PRT
Decoding; PIAT-R/NU Reading Recognition; KTEA-II Nonsense Word
Decoding, Letter and Word Recognition, Word Recognition Fluency, &
Decoding Fluency; ITPA-3 Sight Decoding & Sound Decoding; GORT-4
Accuracy; GDRT-2 Phonemic Analysis & Letter/Word Recognition; DAB-3
Alphabet/Word Knowledge
Reading Comprehension (RC)
WRMT-R/NU Passage Comprehension; WJ III DRB Passage Comprehension; K-
TEA-II Reading Comprehension; PIAT-R/NU Reading Comprehension; WIAT-II
Reading Comprehension; TOCL Reading Comprehension; SRI-2 Passage
Comprehension; PRT Comprehension; ITPA-3 Sentence Sequencing; GSRT
Silent Reading Comprehension; GORT-4 Comprehension; GDRT-2 Meaningful
Reading; DAB-3 Reading Comprehension.
[Note the variety of tasks, which have not yet been sorted out within this
framework; see Flanagan, Ortiz, Alphonso, & Mascolo (2002).]
Verbal (printed) Language Comprehension (V)
WJ III/WJ III DRB Reading Vocabulary; WRMT-R/NU Word Comprehension;
(WJ III/WRMT-R/NU Passage Comprehension); TERA-3 Meaning; SRI-2
Vocabulary in Context; ITPA-3 Written Vocabulary; GDRT-2 Reading
Vocabulary.
Cloze Ability (CZ)
WJ III ACH Passage Comprehension; WRMT-R/NU Passage Comprehension;
HAMAT Reading.
Spelling Ability (SG)
WJ III ACH Spelling; WJ III ACH/WJ III DRB Spelling of Sounds; WIST
Spelling; WIAT-II Spelling; Test of Written Spelling-4TH ed.; TOWL-3
Spelling, Contextual Conventions; TOCL Writing Skills; PIAT-R/NU Written
Expression & Spelling; KTEA-II Spelling; ITPA-3 Sight Spelling & Sound
Spelling; DAB-3 Spelling; YCAT Writing
Writing Ability (WA)
WJ III ACH Writing Samples, Writing Fluency; WIAT-II Written Expression;
TOWL-3 Story Construction, Contextual Language, Contextual Conventions;
TOCL Original Writing; TWEL-2 Contextual Writing; PIAT-R/NU Written
Expression; OWLS Written Expression Scale; KTEA-II Written Expression;
DAB-3 Story Construction & Contextual Language
English Usage Knowledge (EU)
WJ III ACH Editing, Punctuation & Capitalization; TOWL-3 Style, Sentence
Combining ,Logical Sentences, Contextual Conventions, Contextual
Language; TEWL-2 Basic Writing; TERA-3 Conventions; HAMAT Writing;
DAB-3 Punctuation & Capitalization
Reading Speed (RS)
WJ III ACH/WJ III DRB Reading Fluency; Nelson-Denny; KTEA-II Word
Recognition Fluency, Decoding Fluency; TOWRE?; TOSWRF Silent Word
Reading Fluency; PRT Fluency; KTEA-II Word Recognition Fluency; GORT-
4 Rate & Fluency [Speed of oral reading needs to be clarified within this
framework; see Flanagan, Ortiz, Alphonso, & Mascolo (2002).]
Writing Speed (added narrow ability)
WJ III Writing Fluency
 10

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Dumont@fdu.edu)

Wolf , M. & Bowers, P. (1999). The double deficit hypothesis for the developmental dyslexias. Journal
of Educational Psychology, 91 (3), 415-438.

G. Eggett
LA County Office of Education.