Prediction of reading by Ga and Gc specific cognitive abilities for low-SES white and hispanic English-speaking children

Garcia, Gailyn M.; Stafford, Mary E.

doi:10.1002/(sici)1520-6807(200005)37:3<227::aid-pits3>3.0.co;2-t

Cited by 12 publications

(6 citation statements)

References 32 publications

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“…As in previous WISC studies (Beaujean et al, 2014;Caemmerer et al, 2018;Glutting et al, 2006;Oh et al, 2004), we found moderate to large relations between children's verbal abilities and their reading and writing performance. Similarly, verbal comprehension knowledge (Gc)-reading relations, including basic reading and reading comprehension, are supported by studies of different editions of the Woodcock-Johnson tests and the single Kaufman Assessment Battery for Children, Second Edition (KABC-II) study (Benson, 2008;Caemmerer, 2018;Cormier et al, 2016;Evans et al, 2002;Floyd et al, 2007;Garcia & Stafford, 2000;Hajovsky et al, 2014;McGrew, 1993;Niileksela et al, 2016;Vanderwood et al, 2002;Zaboski et al, 2018). CHC theory can be applied to the interpretation of many different cognitive tests including the WISC, WJ, and KABC.…”

Section: Discussionmentioning

confidence: 99%

“…Children's verbal comprehension knowledge abilities show a strong, consistent relation to their basic reading and reading comprehension skills. This strong relationship was found across several tests, including the WISC-V, Kaufman Assessment Battery for Children, Second Edition (KABC-II), and multiple editions of the Woodcock-Johnson tests (WJ; Benson, 2008;Caemmerer, 2018;Cormier et al, 2016;Evans et al, 2002;Floyd et al, 2007;Garcia & Stafford, 2000;Hajovsky et al, 2014;McGrew, 1993;Niileksela et al, 2016;Vanderwood et al, 2002;Zaboski et al, 2018).…”

Section: Influence Of Chc Broad Abilities On Academic Achievementmentioning

confidence: 93%

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Predicting Achievement From WISC-V Composites: Do Cognitive-Achievement Relations Vary Based on General Intelligence?

Caemmerer,

Young,

Maddocks

et al. 2024

Journal of Psychoeducational Assessment

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In order to make appropriate educational recommendations, psychologists must understand how cognitive test scores influence specific academic outcomes for students of different ability levels. We used data from the WISC-V and WIAT-III ( N = 181) to examine which WISC-V Index scores predicted children’s specific and broad academic skills and if cognitive-achievement relations varied by general intelligence. Verbal abilities predicted most academic skills for children of all ability levels, whereas processing speed, working memory, visual processing, and fluid reasoning abilities differentially predicted specific academic skills. Processing speed and working memory demonstrated significant interaction effects with full-scale IQ when predicting youth’s essay writing. Findings suggest generalized intelligence may influence the predictive validity of certain cognitive tests, and replication studies in larger samples are encouraged.

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Section: Discussionmentioning

confidence: 99%

Section: Influence Of Chc Broad Abilities On Academic Achievementmentioning

confidence: 93%

Predicting Achievement From WISC-V Composites: Do Cognitive-Achievement Relations Vary Based on General Intelligence?

Caemmerer,

Young,

Maddocks

et al. 2024

Journal of Psychoeducational Assessment

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“…Specifically, McGrew et al (1997) and Keith (1997) reported significant correlations between auditory processing (Ga) and crystalized intelligence (Gc) and reading achievement in school-age children from the WJ-R standardization sample. Similarly, Garcia and Stafford (2000) conducted a regression analysis and revealed that reading achievement could be significantly predicted by Ga and Gc for first and second grade students from lower-income families.…”

Section: Intelligence-achievement Relationmentioning

confidence: 99%

Intelligence and Its Relationship to Achievement

Kaya¹,

Juntune²,

Stough³

2015

İlköğretim Online

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ABSTRACT. This comprehensive literature review examines the link between intelligence and achievement. It also provides a brief summary of selected psychometric theories of intelligence. In attempt to gather all relevant scholarly literature, several procedures were used. A search of the key terms in the ERIC, PsycINFO, and Google Scholar databases was performed. The literature evidences that verbal abilities have stronger correlation with academic achievement than nonverbal abilities. Furthermore, verbal abilities are related to readiness to learn while nonverbal abilities are related to potential to learn. If intelligence scores are used to predict any kind of future academic performance, both verbal (readiness) and nonverbal (potential) abilities should be evaluated. Besides, in order to identify gifted and talented students, assessment of verbal abilities should accompany with the assessment of nonverbal abilities so that they will be able to survive in advanced academic programs.

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“…To assess parental literacy levels, L.A.FANS administered the passage comprehension test from the WJ-R The WJ-R has been shown to be a reliable test of reading and problem solving ability among individuals aged 3 to 99 years old (Tusing, 1999;Garcia & Stafford, 2000). To date, no systematic comparison has been made with Stanford-9 (SAT-9) used in the Los Angeles Unified School District and other L.A. County districts.…”

Section: The Woodcock-johnson-revised (Wj-r): Parent Assessmentmentioning

confidence: 99%

Los Angeles County Young Children’s Literacy Experiences, Emotional Well-Being and Skills Acquisition: Results from the Los Angeles Family and Neighborhood Survey

Lara-Cinisomo¹,

Pebley²

2003

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The RAND unrestricted draft series is intended to transmit preliminary results of RAND research. Unrestricted drafts have not been formally reviewed or edited. The views and conclusions expressed are tentative. A draft should not be cited or quoted without permission of the author, unless the preface grants such permission. RAND is a nonprofit institution that helps improve policy and decisionmaking through research and analysis. RAND's publications and drafts do not necessarily reflect the opinions or policies of its research sponsors.

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Prediction of reading by Ga and Gc specific cognitive abilities for low-SES white and hispanic English-speaking children

Cited by 12 publications

References 32 publications

Predicting Achievement From WISC-V Composites: Do Cognitive-Achievement Relations Vary Based on General Intelligence?

Predicting Achievement From WISC-V Composites: Do Cognitive-Achievement Relations Vary Based on General Intelligence?

Intelligence and Its Relationship to Achievement

Los Angeles County Young Children’s Literacy Experiences, Emotional Well-Being and Skills Acquisition: Results from the Los Angeles Family and Neighborhood Survey

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Prediction of reading by Ga and Gc specific cognitive abilities for low-SES white and hispanic English-speaking children

Cited by 12 publications

References 32 publications

Predicting Achievement From WISC-V Composites: Do Cognitive-Achievement Relations Vary Based on General Intelligence?

Predicting Achievement From WISC-V Composites: Do Cognitive-Achievement Relations Vary Based on General Intelligence?

Intelligence and Its Relationship to Achievement

Los Angeles County Young Children&rsquo;s Literacy Experiences, Emotional Well-Being and Skills Acquisition: Results from the Los Angeles Family and Neighborhood Survey

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Product

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Los Angeles County Young Children’s Literacy Experiences, Emotional Well-Being and Skills Acquisition: Results from the Los Angeles Family and Neighborhood Survey