ERIC Number: EJ1159961
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Does Reading Cause Later Intelligence? Accounting for Stability in Models of Change
Bailey, Drew H.; Littlefield, Andrew K.
Child Development, v88 n6 p1913-1921 Nov-Dec 2017
This study reanalyzes data presented by Ritchie, Bates, and Plomin (2015) who used a cross-lagged monozygotic twin differences design to test whether reading ability caused changes in intelligence. The authors used data from a sample of 1,890 monozygotic twin pairs tested on reading ability and intelligence at five occasions between the ages of 7 and 16, regressing twin differences in intelligence on twin differences in prior intelligence and twin differences in prior reading ability. Results from a state-trait model suggest that reported effects of reading ability on later intelligence may be artifacts of previously uncontrolled factors, both environmental in origin and stable during this developmental period, influencing both constructs throughout development. Implications for cognitive developmental theory and methods are discussed.
Descriptors: Correlation, Child Development, Intelligence, Developmental Stages, Reading Ability, Twins, Regression (Statistics), Cognitive Development, Environmental Influences, Children, Adolescents, Reading Tests, Longitudinal Studies, Models
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Grant or Contract Numbers: P01HD065704