Recommendations: CHC Factors p.

CHC FACTORS: DESCRIPTORS, POSSIBLE PERFORMANCE IMPLICATIONS, AND RECOMMENDATIONS

The following provides descriptors and possible performance implications and recommendations regarding the factors in CHC theory represented in the WJ III COG. The intent is to explore the associations between these factors and performance. Some of the relationships are more clearly established than others.

Long-Term Retrieval (Glr)

Involves the ability to store and retrieve information through association. Glr is not to be confused with the amount of information available, a Gc function. Descriptors: Memorization, fluency, association, retrieval, paired-associate learning, transfer. Possible Implications y Learning and recalling information through association (e.g., facts, related ideas/concepts) Recalling information on tests through association Using associations provided by the teacher to facilitate storage and later retrieval Pairing and retaining visual with auditory information Retrieving specific words, memorizing poems, speeches, facts y y y y Possible Recommendations Provide overlearning, review, and repetition Provide immediate feedback Provide a list of steps that will help organize behavior and facilitate recall Teach memory aids such as verbal mediation or rehearsal, and mnemonic strategies (e.g., Keyword, Method of Loci). Provide multisensory learning; use visual, kinesthetic, vocal, and auditory channels as appropriate Provide context and meaning-based instruction. Limit the number of new facts, words, concepts presented in one session.

y y

y y

y y

Recommendations: CHC Factors p. 1

Short-Term Memory (Gsm)

Involves the ability to hold information in mental awareness and use it within a few seconds. May be influenced by attention. Descriptors: Rote, sequential, immediate, attention, auditory, concentration, limited duration, memory span, immediate awareness. Possible Implications y y Following directions Remembering information long enough to process it for understanding Recalling sequences Memorizing factual information (e.g., math facts Listening to and comprehending lengthy discourse Taking notes y y y Possible Recommendations Keep oral directions short and simple Ensure directions are understood; have student or paraphrase directions. Provide compensatory aids (e.g., write directions, procedures,/and assignments on board or paper, provide lecture notes or arrange for peer-shared notes, provide study guide to be filled out during pauses in presentation. Provide overlearning, review and repetition Teach memory strategies (e.g., chunking, verbal rehearsal, visual imagery)

y y y y

y y

Processing Speed (Gs)

Involves the ability to perform relatively simple cognitive tasks automatically (i.e., quickly and without conscious deliberation), particularly when under pressure to maintain focused attention. May be influenced by attention. Descriptors: Speed, visual scanning efficiency, automaticity, perceptual speed, attention, concentration. Possible Implications y y y y y Processing information rapidly Completing assignments within time limits Taking timed tests Making rapid comparisons between and among bits of information Copying y y y y Possible Recommendations Provide more time to complete assignments Reduce quantity of work in favor of quality Limit or structure copying activities Provide activities to increase rate and fluency (e.g., flash cards, speed drills, educational software)

Recommendations: CHC Factors p. 1

Auditory Processing (Ga)

Involves the ability to analyze and synthesize auditory stimuli (but not comprehend language, which is Gc). This ability is important for language development. Descriptors: Phonological awareness, blending, auditory closure, auditory discrimination, phonemic segmentation, musical ability. Possible Implications y y y y y y Acquiring phonics (decoding) Learning structural analysis Spelling (encoding) Speech perception) Learning foreign languages Developing musical skill y y y y y y Possible Recommendations Provide phonological awareness activities (e.g., rhyming, alliteration, imitation, songs) Provide specific training in sound discrimination, blending, and segmentation Emphasize sound-symbol associations in teaching decoding and spelling Provide study guides for listening activities Provide assistance with note taking Accompany oral information with visual materials.

Visual Processing (Gv)

Involves perceiving, analyzing, and thinking with visual patterns, spatial configurations and designs, and spatial orientation. Descriptors: Visual imagery, spatial relations, visual perception, visual closure, visual-pattern recognition. Possible Implications y y y y y y y y y Assembling puzzles Using patterns and designs in art, geometry, geography Designing Building Sensing spatial orientation Reading maps, graphs, charts, blueprints Noting visual detail Sensing spatial boundaries (e.g., fitting, assembly, and packing) Organizing, arranging furniture, appliances, equipment, etc. for efficient use and visual appeal y y y y y Possible Recommendations Provide activities with manipulatives Provide copying, tracing, drawing activities Provide activities involving construction and design Verbally describe graphics and visually-based concepts. Provide support for tasks requiring spatial organization.

Recommendations: CHC Factors p. 2

Comprehension-Knowledge (Gc)
Involves expressive vocabulary, ability to grasp the relationships among word meanings, and knowledge acquired from general experience within the mainstream culture. Gc is often called crystallized intelligence and sometimes long-term memory in the literature. Descriptors: Prior knowledge, background knowledge, schema, long-term memory, acquired or stored knowledge, vocabulary, comprehension, episodic memory, declarative knowledge, procedural knowledge. Possible Implications y y y y y Learning vocabulary Answering factual questions Comprehending oral and written language Acquiring general knowledge and knowledge in content areas Using prior knowledge to perform activities and understand new concepts y y y y Possible Recommendations Relate new information to acquired knowledge Assess prior knowledge before introducing new topics, concepts. Pre-teach relevant vocabulary or background knowledge Provide specific vocabulary instruction such as the meaning of common prefixes, suffixes, and root words. Incorporate interests and prior knowledge areas into instructional activities When presenting directions and discussing concepts, use vocabulary that is understood by the individual.

y y

Fluid Reasoning (Gf)

Involves the ability to use inductive and deductive reasoning to ascertain commonalities and differences, form concepts, generate rules, and apply rules to solve novel problems. Often called fluid intelligence. Descriptors: Creativity, abstract problem solving, transfer, analogical reasoning, inductive reasoning, deductive reasoning, rule generation, inference. Possible Implications y y y y y y Drawing inferences Solving abstract problems Creating solutions to problems Transferring and generalizing information Solving unique problems Transforming and extending a product or concept (rather than matching or reproducing a stimulus) Thinking conceptually Problem solving through rule application y y y y Possible Recommendations Teach problem-solving strategies Provide overlearning, repetition, and review of concepts Use real objects and manipulatives to develop concepts Teach strategies to increase understanding and retention of concepts (e.g., self talk, lists of procedures or steps) Encourage creativity with solution Teach problem-solving techniques in the contexts in which they are most likely to be applied.

y y

y y

Recommendations: CHC Factors p. 3

Quantitative Ability (Gq)

Involves the ability to comprehend quantitative concepts and relationships and to manipulate numerical symbols. Descriptors: Quantitative reasoning, mathematics application, computation, problem solving. Possible Implications y y y y y y Reasoning with quantitative information Understanding math terminology Using numeric concepts Apprehending numeric relationships Using math symbols Performing math applications y y y y y y y y y Possible Recommendations Provide math-related instruction in developmental sequence Assess knowledge of the concepts underlying weak skills. Establish a strong understanding of the foundational concepts for new skills. Use manipulatives or real objects to introduce new concepts and extend known concepts. Emphasize automaticity with math facts Allow use of fact charts, calculators when necessary Emphasize problem solving and higher-level skills Provide experience with practical math applications Introduce new concepts and procedures in the practical situations in which they will be applied.