Which Cognitive Abilities Predict Academic Achievement for Gifted and Gifted–Learning Disabled Individuals?

• In Event: 18.062 - Predicting Growth, Achievement, and Creativity: Conceptual and Methodological Advances

Abstract

Although extensive research has examined which cognitive abilities predict achievement in a variety of academic areas, little is known about the relationships between cognitive scores and academic achievement for students who are gifted or gifted with a learning disability (GLD). This study uses the nationally-representative standardization sample for the Woodcock Johnson Tests of Cognitive Abilities and Achievement to examine and compare how well specific cognitive scores predict academic achievement for gifted, GLD, and average-ability groups. Overall, results indicated some similarities as well as notable differences across groups. Cognitive scores had poorer predictive validity for gifted students, and GLD students appear to compensate for weak processing speed by relying more on reasoning skills. Theoretical and practical implications are discussed.

Author

• Danika Maddocks, The University of Texas - Austin