Cognitive Mediators of Reading Comprehension in Early Development – Contemporary School Psychology

ABSTRACT

Although the empirical relationship between general intelligence and academic achievement is well established, that between specific cognitive abilities and achievement is less so. This study investigated the relationships between specific Cattell-Horn-Carroll (CHC) cognitive abilities and reading comprehension across a large sample of children (N = 835) at different periods of reading development (grades 1–5). Results suggest select cognitive variables predict reading comprehension above and beyond basic reading skills. However, the relative importance of specific cognitive abilities in predicting reading comprehension differs across grade levels. Further analyses using mediation models found specific cognitive abilities mediated the effects of basic reading skills on reading comprehension. Implications for the important and dynamic role of cognitive abilities in predicting reading comprehension across development are discussed.

SOURCE: Decker, S.L., Strait, J.E., Roberts, A.M. et al. “Cognitive Mediators of Reading Comprehension in Early Development.” Contemporary School Psychology [First online] pp 1–9 doi:10.1007/s40688-017-0127-0 [viewed 17 March 2017]

BROTHERHOOD STAFF – please contact the LIBRARY if you would like full text access to this article

OTHER USERS – see this LINK to publisher’s website

BroCAP is produced by the two librarians at the Brotherhood of St Laurence in Melbourne, Australia.

Comments are closed.

Subscribe to our Newsletter

Select list(s):

Follow BroCAP on Twitter

Click on a date to search archive

March 2017
M T W T F S S
« Feb    
 12345
6789101112
13141516171819
20212223242526
2728293031  

Disclaimer

Posts are for information purposes and do not constitute endorsement by the Brotherhood of St Laurence