Revisiting the Relations between the WJ-IV Measures of Cattell-Horn-Carroll (CHC) Cognitive Abilities and Reading Achievement during the School-Age Years

Autor/inn/en	Cormier, Damien C.; McGrew, Kevin S.; Bulut, Okan; Funamoto, Allyson
Titel	Revisiting the Relations between the WJ-IV Measures of Cattell-Horn-Carroll (CHC) Cognitive Abilities and Reading Achievement during the School-Age Years
Quelle	In: Journal of Psychoeducational Assessment, 35 (2017) 8, S.731-754 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282916659208
Schlagwörter	Cognitive Ability; Predictor Variables; Reading Achievement; Short Term Memory; Logical Thinking; Long Term Memory; Recall (Psychology); Cognitive Processes; Reading Comprehension; Knowledge Level; Visual Perception; Auditory Perception; Reading Skills; Achievement Tests; Intelligence Tests; Children; Adolescents; Cognitive Tests; Multiple Regression Analysis; Statistical Analysis; Elementary Secondary Education; Woodcock Johnson Tests of Achievement; Woodcock Johnson Psycho Educational Battery + Suchen Sie Ihr Suchwort? Denkfähigkeit; Prädiktor; Leseleistung; Kurzzeitgedächtnis; Langzeitgedächtnis; Abberufung; Cognitive process; Kognitiver Prozess; Leseverstehen; Wissensbasis; Visuelle Wahrnehmung; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Reading skill; Lesefertigkeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Intelligence test; Intelligenztest; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kognitiver Fähigkeitstest; Statistische Analyse
Abstract	This study examined associations between broad cognitive abilities (Fluid Reasoning [Gf], Short-Term Working Memory [Gwm], Long-Term Storage and Retrieval [Glr], Processing Speed [Gs], Comprehension-Knowledge [Gc], Visual Processing [Gv], and Auditory Processing [Ga]) and reading achievement (Basic Reading Skills, Reading Rate, Reading Fluency, and Reading Comprehension) in a nationally representative school-age sample. Findings indicate that some cognitive abilities were stronger predictors of reading achievement than previously found (e.g., Gf, Ga, and Gs). Most notably, the Woodcock-Johnson-IV Gf cluster was found to be the strongest and most consistent predictor of reading achievement. A secondary analysis suggests that this effect was likely due to the new Number Series test. The results of the study suggest revisions to previous conceptualizations of the associations between the broad Cattell-Horn-Carroll abilities and areas of reading achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01