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. Specific relevant narrow abilities are given in parentheses next to each
recommendation.
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. Narrow abilities: associative memory
(MA), naming facility (NA), ideational fluency (FI), free recall memory (M6), meaningful
memory (MM), and figural fluency (FF).
Possible Implications





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
Possible Recommendations







Provide overlearning, review, and repetition (MA)
Provide immediate feedback (MA)
Provide a list of steps that will help organize
behavior and facilitate recall (FI, M6)
Teach memory aids such as verbal mediation or
rehearsal, and mnemonic strategies (e.g.,
Keyword, Method of Loci) (MA, FI, M6)
Provide multisensory learning; use visual,
kinesthetic, vocal, and auditory channels as
appropriate (MA)
Provide context and meaning-based instruction
(MA)
Limit the number of new facts, words, concepts
presented in one session (MA)
Adapted from Mather, N., & Jaffe, L. (2002). Woodcock-Johnson III: Reports, Recommendations, and
Strategies. New York: John Wiley & Sons.
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. Narrow abilities: memory
span (MS) and working memory (MW).
Possible Implications






Possible Recommendations
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





Keep oral directions short and simple (MW)
Ensure directions are understood; have student
paraphrase directions (MW)
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 (MW, MS)
Provide overlearning, review and repetition (MW)
Teach memory strategies (e.g., chunking, verbal
rehearsal, visual imagery) (MS, MW)
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. Narrow abilities: perceptual speed (P), number facility
(N), rate-of-test-taking (R9), speed of reasoning (RE).
Possible Implications





Processing information rapidly
Completing assignments within
time limits
Taking timed tests
Making rapid comparisons between
and among bits of information
Copying
Possible Recommendations




Provide more time to complete assignments (RE,
P)
Reduce quantity of work in favor of quality (RE,
P)
Limit or structure copying activities (RE, P)
Provide activities to increase rate and fluency
(e.g., flash cards, speed drills, educational
software) (N, P, R9, RE)
Adapted from Mather, N., & Jaffe, L. (2002). Woodcock-Johnson III: Reports, Recommendations, and
Strategies. New York: John Wiley & Sons.
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. Narrow abilities: phonetic coding: analysis (PC:A), phonetic coding: synthesis (PC:S),
speech/general sound discrimination (US/U3), sound localization (UL), and resistance to
auditory stimulus distortion (UR).
Possible Implications






Acquiring phonics (decoding)
Learning structural analysis
Spelling (encoding)
Speech perception)
Learning foreign languages
Developing musical skill
Possible Recommendations






Provide phonological awareness activities (e.g.,
rhyming, alliteration, imitation, songs) (PC:A,
PC:S)
Provide specific training in sound discrimination,
blending, and segmentation (PC:A, PC:S, US/U3)
Emphasize sound-symbol associations in teaching
decoding and spelling (PC:A, PC:S)
Provide study guides for listening activities
(US/U3)
Provide assistance with note taking (US/U3)
Accompany oral information with visual materials
(US/U3)
Adapted from Mather, N., & Jaffe, L. (2002). Woodcock-Johnson III: Reports, Recommendations,
and Strategies. New York: John Wiley & Sons.
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. Narrow abilities: spatial relations (SR), visual memory
(MV), closure speed (CS), visualization (Vz), spatial scanning (SS), and flexibility of closure
(CF).
Possible Implications









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
Possible Recommendations





Provide activities with manipulatives (SR, CS, Vz)
Provide copying, tracing, drawing activities (MV,
Vz, CF)
Provide activities involving construction and
design (SR, MV, Vz, CF)
Verbally describe graphics and visually-based
concepts (SR, MV, Vz, SS, CF)
Provide support for tasks requiring spatial
organization (SR, Vz, SS, CF)
Adapted from Mather, N., & Jaffe, L. (2002). Woodcock-Johnson III: Reports, Recommendations,
and Strategies. New York: John Wiley & Sons.
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.
Narrow abilities: lexical knowledge (VL), general information (KO), language development
(LD), and listening ability (LS).
Possible Implications





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
Possible Recommendations






Relate new information to acquired knowledge
(KO)
Assess prior knowledge before introducing new
topics, concepts (KO)
Pre-teach relevant vocabulary or background
knowledge (VL, LD)
Provide specific vocabulary instruction such as the
meaning of common prefixes, suffixes, and root
words (VL, LD)
Incorporate interests and prior knowledge areas
into instructional activities (KO)
When presenting directions and discussing
concepts, use vocabulary that is understood by the
individual (VL, LD)
Adapted from Mather, N., & Jaffe, L. (2002). Woodcock-Johnson III: Reports, Recommendations,
and Strategies. New York: John Wiley & Sons.
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. Narrow
abilities: induction (I), general sequential reasoning (RG), and quantitative reasoning (RQ).
Possible Implications








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
Possible Recommendations






Teach problem-solving strategies (I, RG)
Provide overlearning, repetition, and review
of concepts (RG, I)
Use real objects and manipulatives to develop
concepts (I, RG)
Teach strategies to increase understanding
and retention of concepts (e.g., self talk, lists
of procedures or steps) (I, RG)
Encourage creativity with solutions (I, RG)
Teach problem-solving techniques in the
contexts in which they are most likely to be
applied (I, RG)
Adapted from Mather, N., & Jaffe, L. (2002). Woodcock-Johnson III: Reports, Recommendations,
and Strategies. New York: John Wiley & Sons.