Relative Weakness in Nonverbal Reasoning (N–)

Research-based Principle

Guidelines for Adapting Instruction

Learner Characteristics

The implications of a relative weakness in nonverbal reasoning are best understood by comparing achievement test scores for such students with the scores of students who have similar levels of verbal and quantitative reasoning abilities but no deficit in nonverbal reasoning. At the primary and elementary levels, students with a relative weakness in nonverbal reasoning tend to have lower scores on standardized achievement tests in the areas of reading and mathematics. At the secondary level, the deficit is largest in the area of science.

At all levels, but especially at the primary and secondary levels, these students also have lower composite scores on the achievement test. A weakness in nonverbal reasoning ability has more noticeable and negative consequences for achievement for average-ability students than for students who score in the high (stanines 7–8) or very high (stanine 9) range on CogAT.

Relative Weakness

As with a relative strength in nonverbal reasoning, there are two explanations for a relative weakness in nonverbal reasoning: Either the student has difficulty reasoning with figural-spatial stimuli or the student has difficulty solving unfamiliar problems. Before adapting instruction for these students, try to identify the source or cause of their deficit. Consider the following possibilities:

For most students, the N– pattern is caused by difficulty with figural-spatial stimuli. Fortunately for them, high levels of spatial reasoning abilities are not required for success in conventionally structured schools. In fact, a relative strength in nonverbal reasoning is often more of a hindrance for students who obtain above-average scores on CogAT. Moderate levels of spatial reasoning abilities are required for success in school, however. Students with weak spatial reasoning abilities encounter difficulties in many areas of the curriculum, especially science and mathematics. 

Sometimes the N– pattern indicates a difficulty solving problems unlike those encountered in school rather than a relative weakness in spatial reasoning. If this is the case, you are likely to notice a systematic decline in performance as the student moves from school-like tasks to unfamiliar tasks. Support for this interpretation may come from observations of the student’s study habits and anxiety level. Difficulty in solving novel problems is suggested when the student works diligently, even obsessively, at school tasks. Such students often become anxious when placed in situations that lack clear guidelines on what they are expected to do or how they will be evaluated. Performance declines are also notable in test results. For example, in the verbal domain, the student performs best on the Iowa Assessments Language test, somewhat lower on the Iowa Assessments Reading tests, lower still on the CogAT Verbal Battery, and lowest on the CogAT Nonverbal Battery. A similar progression would be apparent in the quantitative domain.

Shoring Up the Weakness

Remediating a weakness in nonverbal reasoning requires an understanding of the source of the deficit. Select strategies that seem most appropriate for the student and the learning situation.

Spatial reasoning abilities can improve with instruction. Educational planning for students with N– ability profiles should include training in the specific types of spatial thinking required by the curriculum. Start with concrete objects and physical models of concepts used in the curriculum. Then teach students to draw the model from memory. In teaching geography, for example, have students view a map of western Europe and then draw it from memory, revising the drawing after additional looks at the map. The act of drawing the map from memory will result in greater retention of the images than having students merely view the map without any drawing. 

In many learning situations, however, it will be easier for the students if instruction compensates for, or scaffolds, their poor spatial reasoning abilities. When working with these students, watch for signs that they do not understand because they cannot envision the situation or create a model to represent it. Use instructional strategies and methods such as the following:

Replace the question “Do you see…?” with the more informative “What do you see?” 

Provide simple drawings that encapsulate the essential features of the visual mental model required by the problem. Then give students time to examine the drawing and to label it or coordinate it with the text. 

When possible, do not require the students to shift their attention between two different locations, such as a drawing displayed on the board or LCD projector and a description of the problem in a textbook or workbook. Place the text and drawing in view together or allow students to study the drawing while you read the problem aloud or explain it to them rather than requiring students to read the text themselves. 

Avoid problems that require transformation of images such as imagining how the drawing would appear from another perspective or following a dynamic transformation. Use computer graphics or physical models to display such transformations. This can be especially helpful in mathematics. 

Allow students to inspect and physically manipulate objects if necessary.

In writing, encourage these students to write narratives rather than descriptions. 

When teaching strategies, summarize them in short verbal statements that can be rehearsed and committed to memory. When practicing strategies, encourage these students to repeat (aloud) the statements as they perform each step. 

In mathematics, emphasize strategies that can be summarized verbally. Offload the need for students to visualize by providing drawings, using computer graphics, or having students work in groups in which a partner performs this part of the task.

If, on the other hand, the N– score pattern seems to reflect a difficulty solving problems unlike those encountered in school rather than a relative weakness in spatial reasoning, a different strategy is called for.

Provide gentle encouragement to engage the students in discovery learning. A student’s problem-solving skills need to be stretched to apply to increasingly unfamiliar, usually less-structured situations. Stretch gently; such students can be overwhelmed if the task demands too much insight, creativity, or transfer, or if they perceive criticism rather than encouragement in the feedback they receive.

Encourage and reward small steps away from familiar tasks toward tasks that are less familiar and increasingly less structured. This approach gives students practice in assembling and reassembling strategies to solve new problems. It also helps students develop a willingness to attempt the unfamiliar, which is equally important.