Using the Cattell-Horn-Carroll (CHC) Model in Educational Therapy to identify and support a Primary School Learner with Dysgraphia: A Case Study Approach

This paper explores how the Cattell-Horn-Carroll (CHC) theory of cognitive abilities can be applied to understand and support a Primary 4 student with dysgraphia. Through a case study conducted at Merlion Pediatric Clinic, the student’s cognitive profile was assessed using the WISC-V and interpreted through the CHC framework. The findings revealed a distinct pattern of strengths in verbal comprehension and fluid reasoning, alongside weaknesses in processing speed and working memory, which is consistent with common features of dysgraphia. Educational therapy strategies were then developed to align with these cognitive domains and were implemented across both home and school settings. This approach demonstrates how individualized, CHC-informed interventions can improve access to learning, reduce writing-related stress, and promote meaningful participation in the classroom. All personal identifiers have been removed in accordance with the Personal Data Protection Act 2012 (with Amendments in 2020).