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This study investigated cognitive patterns of strengths and weaknesses (PSW) and their relationship to patterns of math errors on the Kaufman Test of Educational Achievement (KTEA-3). Participants, ages 5 to 18, were selected from the KTEA-3 standardization sample if they met one of two PSW profiles: high crystallized ability (Gc) paired with low processing speed/long-term retrieval (Gs/Glr; n = 375) or high Gs/Glr paired with low Gc (n = 309). Estimates of Gc and Gs/Glr were based on five KTEA-3 subtests that measure either Gc (e.g., Listening Comprehension) or Gs/Glr (e.g., Object Naming Facility). The two groups were then compared on math error factors. Significant differences favored the High-Gc group for factors that measure math calculation, basic math concepts, and complex computation. However, the two groups did not differ in their errors on factors that measure geometry/measurement or simple addition. Results indicated that students with different PSW profiles also differed in the kinds of errors they made on math tests.

This study investigated the relationship between specific cognitive patterns of strengths and weaknesses and the errors children make on oral language, reading, writing, spelling, and math subtests from the Kaufman Test of Educational Achievement-Third Edition (KTEA-3). Participants with scores from the KTEA-3 and either the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V), Differential Ability Scales-Second Edition (DAS-II), or Kaufman Assessment Battery for Children-Second Edition (KABC-II) were selected based on their profile of scores. Error factor scores for the oral and written language tests were compared for three groups: High Gc paired with low processing speed, long-term memory, and/or reasoning abilities; Low Gc paired with high speed, memory, and/or reasoning; and Low orthographic and/or phonological processing. Error factor scores for the math tests were compared for three groups: High Gc profile; High Gf paired with low processing speed and/or long-term memory; and Low Gf paired with high processing speed and/or long-term memory. Results indicated a difference in Oral Expression and Written Expression error factor scores between the group with High Gc paired with low processing speed, long-term memory, and/or reasoning abilities; and the group with Low Gc paired with high speed, memory, and/or reasoning.

Children's oral language skills typically begin to develop sooner than their written language skills; however, the four language systems (listening, speaking, reading, and writing) then develop concurrently as integrated strands that influence one another. This research explored relationships between students' errors in language comprehension of passages across oral and written modalities (listening and reading) and in language expression across oral and written modalities (speaking and writing). The data for this study were acquired during the standardization of the Kaufman Test of Educational Achievement-Third Edition (KTEA-3). Correlational analyses from the total sample (n = 2,443-3,552) and within grade bands revealed low to moderate correlations (0.26-0.50). No evidence of convergent or divergent validity was found when comparing correlations of "same-name" error types (e.g., inferential errors across modalities) with correlations of "different-name" error types. These results support previous research findings and hypotheses that language by ear, eye, hand, and mouth are separable but interacting systems that differ in more ways than modality of input/output.

This study investigated the relationship between specific cognitive patterns of strengths and weaknesses (PSWs) and the errors children make in reading, writing, and spelling tests from the Kaufman Test of Educational Achievement-Third Edition (KTEA-3). Participants were selected from the KTEA-3 standardization sample based on five cognitive profiles: High Crystallized Ability paired with Low Processing Speed and Long-Term Retrieval (High Gc), Low Crystallized Ability paired with High Processing Speed and Long-Term Retrieval (High Gs/Glr), Low Orthographic Processing (Low OP), Low Phonological Processing (Low PP), and Low Phonological Processing paired with Low Orthographic Processing (Low PP-OP). Error factor scores for all five groups were compared on Reading Comprehension and Written Expression; the first four groups were compared on Letter & Word Recognition, Nonsense Word Decoding, and Spelling, and the first three groups were compared on Phonological Processing. Significant differences were noted among the patterns of errors demonstrated by the five groups. Findings support the notion that students with diverse cognitive PSWs display different patterns of errors on tests of academic achievement.

This special issue focuses on an array of studies conducted using the Kaufman Test of Educational Achievement–Third Edition (KTEA-3) error analysis system. These studies, based on KTEA-3 standardization and validation data with normal and clinical samples, were conducted to provide greater understanding of the kinds of errors students make in reading, writing, math, and oral language. This introduction provides a brief history of the error analysis system and outlines the organization of the special issue, which features commentaries on the articles by experts in the field. The themes throughout the special issue are patterns of errors made by students and the educational implications of these patterns. [ABSTRACT FROM AUTHOR]