Dp. Flanagan, Wechsler-based CHC cross-battery assessment and reading achievement: Strengthening the validity of interpretations drawn from Wechsler test scores, SCH PSYCH Q, 15(3), 2000, pp. 295-329
The Cattell-Hom-Carroll (CHC) cross-battery approach to assessing cognitive
abilities has been introduced to the field recently as an alternative to t
raditional assessment instruments and techniques (Flanagan, McGrew, & Ortiz
, 2000; McGrew & Flanagan, 1998). This theory-based method of assessment wa
s developed to provide a more valid and defensible way of deriving meaning
from test scores than that provided by the traditional (and largely atheore
tical) Wechsler Scale approach. The present study is the first to investiga
te the validity of the cross-battery approach using a sample of elementary
school children (N= 166) who were administered the Wechsler Intelligence Sc
ale for Children-Revised (WISC-R; Wechsler, 1974) and Woodcock-Johnson Psyc
he-Educational Battery-Revised (WJ-R; Woodcock & Johnson, 1989). Structural
Equation Modeling was used to examine whether (a) Wechsler-based CHC cross
-battery assessment explained more variance in reading achievement than a t
raditional Wechsler model, and (b) whether the Wechsler-based CHC cross-bat
tery model provided a more accurate description of the general and specific
abilities on general and specific reading achievement than the traditional
Wechsler model, as predicted in the extant g/specific abilities literature
. Findings showed that the g factor underlying the Wechsler-based CHC cross
-battery model accounted for substantially more variance in reading achieve
ment (25%) than the g factor underlying the atheoretical Verbal Comprehensi
on-Perceptual Organization-Freedom From Distractibility (VC-PO-FFD) Wechsle
r model. In addition, findings demonstrated that when assessments are organ
ized around the strong CHC theoretical model, specific cognitive abilities,
including auditory processing (Ga), crystallized intelligence (Gc), and pr
ocessing speed (Gs) explained a significant portion of variance in reading
achievement beyond that accounted for by g. These findings suggest that a W
echsler-based CHC cross-battery approach is an effective way of ensuring va
lid representation of multiple cognitive abilities, specifically those that
have been found to affect significantly the development of reading skills.