The Use of WJ Arabic Tests to Investigate the Cognitive Profiles of Gifted Students

Abstract

The Cattell-Horn-Carroll (CHC) factors of the Woodcock-Johnson Arabic Tests of Cognitive and Achievement Abilities were studied with a group of gifted students (n60) and average students (n60) between second and fifth grades. The major purpose of this study was to identify the cognitive and achievement variables that underlie performance differences between gifted students and average students. Specifically, this study was conducted using the CHC factors which identified by the WJ Arabic Tests. The two groups were matched on grade, gender, age, and father’s level of education. The findings indicated that there were statistically significant differences between gifted students and average students in all study variables, and these differences were in favor of gifted students. In addition, the hierarchical multiple regression analyses in this study revealed that the best model of predicting students' GPA consisted of the WJ Arabic Achievement Tests with a higher contribution from Calculation Test. Implications of the findings were also discussed.