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ERIC Number: EJ793630
Record Type: Journal
Publication Date: 2008
Pages: 15
Abstractor: Author
Reference Count: 32
ISSN: ISSN-0734-2829
Cattell-Horn-Carroll Cognitive Abilities and Reading Achievement
Benson, Nicholas
Journal of Psychoeducational Assessment, v26 n1 p27-41 2008
Structural equation modeling procedures are applied to the standardization sample of the Woodcock-Johnson III to simultaneously estimate the effects of a psychometric general factor (g), specific cognitive abilities, and reading skills on reading achievement. The results of this study indicate that g has a strong direct relationship with basic reading skills until about sixth grade. Also, g is found to have a strong indirect effect on reading fluency and comprehension across grade levels. Basic reading skills has a strong direct effect on reading fluency across grade levels. The effect of cognitive processing speed (Gs) on reading fluency increase with age. Reading fluency initially has a strong direct effect on reading comprehension, but this effect is reduced with age. Conversely, the direct effect of crystallized intelligence or knowledge (Gc) on reading comprehension increase with age. (Contains 2 figures and 4 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A