An explanation of reading comprehension across development using models from Cattell–Horn–Carroll theory: Support for integrative models of reading

Abstract

The purpose of this research was to investigate the cognitive abilities that explain reading comprehension across childhood and early adulthood. Drawing from the standardization sample of the Woodcock–Johnson III, analyses were conducted with large samples at age levels spanning early childhood to early adulthood: 5 to 6 (n = 639), 7 to 8 (n = 720), 9 to 13 (n = 1,995), 14 to 19 (n = 1,615), and 20 to 39 (n = 1,409). Using a model including factors representing general intelligence, Cattell–Horn–Carroll broad abilities, and reading decoding skills, results revealed significant direct effects for reading decoding skills and Crystallized Intelligence on reading comprehension across all age levels. Memory‐related abilities, processing speed, and auditory processing demonstrated indirect effects on reading comprehension through reading decoding skills. The magnitude of direct and indirect effects varied as a function of age. The results provide support for integrative models of reading that include both direct and indirect effects of cognitive abilities on reading comprehension and for consideration of developmental differences in the cognitive aptitudes predicting reading comprehension. © 2012 Wiley Periodicals, Inc.

Re(Examining) Relations between CHC Broad and Narrow Cognitive Abilities and Reading Achievement

“…This finding is consistent with the corpus of latent variable modeling research examining the predictive effects of CHC dimensions on reading achievement (Beaujean, Parkin, & Parker, 2014;Benson, 2007;Floyd et al, 2007;Floyd et al, 2012;Vanderwood et al, 2002) and is consonant with the investment theory first proposed by Cattell (1971). Cattell argued that cognitive resources are invested selectively in the environment, resulting in the development of specific broad abilities over others.…”

“…Subsequent structural and latent variable modeling studies conducted on the WJ III COG suggest that (a) many of the broad and narrow ability scores contain large portions of variance attributable to g (Dombrowski, 2013(Dombrowski, , 2014Dombrowski & Watkins, 2013), (b) g exerts strong direct or indirect influence on reading achievement (Benson, 2007;Floyd et al, 2007;Floyd et al, 2012;Vanderwood, McGrew, Flanagan, & Keith, 2002), and (c) when the predictive effects g are controlled for, the aggregate incremental contributions of broad and narrow abilities may be small McGill & Busse, 2015). As a consequence, the present study sought to reexamine the findings produced by Evans and colleagues (2001) utilizing an alternative analytical scheme (HMRA) to determine the extent to which WJ III COG broad and narrow cluster scores provided meaningful improvements in the prediction of WJ III ACH reading scores beyond the GIA composite across the same age range.…”

“…Utilizing the same methodological approach, Benson (2007) later concluded that g had direct and significant effects on reading abilities and that the effects associated with the broad and narrow abilities was mostly small. Alternatively, Floyd, Meisinger, Gregg, and Keith (2012) suggested that an integrative model with both direct and indirect effects from g best predicted reading comprehension across development. Although researchers may disagree as to whether g has a direct or indirect latent influence on reading, the potential influence of this dimension has been accounted for in a host of psychometric studies examining cognitive-achievement relations in educational and developmental psychology (Canivez, 2013a;Carroll, 1993Carroll, , 1997Gottfredson, 1997;McDermott, Goldberg, Watkins, Stanley, & Glutting, 2006;McGill, 2016;Watkins, Lei, & Canivez, 2007).…”

Satisfaction with current martial arts’ uniforms and purchase intention of new uniforms

“…1). According to Floyd et al (2012), standard path coefficient values between .05 and .14 indicate weak associations, between .15 and .24 indicate moderate associations, and above .25 indicate strong relationships. Therefore, satisfaction with current uniforms was strongly influenced by quality (H1a: β = .37, p < .0001) and fit (H1b: β = .28, p < .0001), and moderately influenced by comfort (H1d: β = .24, p < .0001) and fashion (H1e: β = .16, p = .002), supporting hypotheses H1a, H1b, H1d, and H1e.…”

College students’ acceptance of online mass-customized athletic shoes

“…According to Floyd et al (2012), standard path coefficient values between 0.05 and 0.14 indicate weak associations, between 0.15 and 0.24 indicate moderate associations, and above 0.25 indicate strong relationships. Therefore, attitude towards using online MC to purchase athletic shoes was strongly influenced by consumers' need for CFA item loadings and EFA item loadings are based on the final measurement model a Item was deleted due to high cross loading (>0.40) of EFA uniqueness (H2: β 2 = 0.35, p < 0.001), and moderately influenced by utilitarian value (H1: β 1 = 0.22, p < 0.05), perceived security (H3: β 3 = 0.21, p < 0.001), and subjective norm (H4a: β 4a = 0.24, p < 0.001), supporting hypotheses H1, H2, H3, H4a.…”