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150193 https://hdl.handle.net/2286/R.I.9489 http://rightsstatements.org/vocab/InC/1.0/ All Rights Reserved 2010 viii, 69 p Masters Thesis Academic theses Text eng Bacal, Emily Caterino, Linda Stamm, Jill Sullivan, Amanda Arizona State University Partial requirement for: M.A., Arizona State University, 2010 Includes bibliographical references (p. 65-69) Field of study: Educational psychology This study investigated the link between the cognitive clusters from the Woodcock–Johnson III Tests of Cognitive Ability (WJ III COG) and Broad Math, Math Calculation Skills, and Math Reasoning clusters of the Woodcock–Johnson III Tests of Achievement (WJ III ACH) using data collected over seven years by a large elementary school district in the Southwest. The students in this study were all diagnosed with math learning disabilities. Multiple regression analyses were used to predict performance on the Broad Math, Math Calculation Skills, and Math Reasoning clusters from the WJ III ACH. Fluid Reasoning (Gf), Comprehension–Knowledge (Gc), Short–Term Memory (Gsm), and Long–term Retrieval (Glr) demonstrated strong relations with Broad Math and moderate relations with Math Calculation Skills. Auditory Processing (Ga) and Processing Speed (Gs) demonstrated moderate relations with Broad Math and Math Calculation Skills. Visual–Spatial Thinking (Gv) and Processing Speed (Gs) demonstrated moderate to strong relations with the mathematics clusters. The results indicate that the specific cognitive abilities of students with math learning disabilities may differ from their peers. Educational Psychology Educational tests and measurements Mathematics CHC theory Cognitive Ability Intelligence tests Math math learning disability Special education Learning Disabilities Cognition in children Woodcock-Johnson Tests of Cognitive Ability Mathematics--Study and teaching. The: Woodcock-Johnson Three and math learning disabilities Woodcock-Johnson III and math learning disabilities