Cognitive Mediators of Reading Comprehension in Early Development

  • Scott L. Decker
  • Julia Englund Strait
  • Alycia M. Roberts
  • Emma Kate Wright
Article

DOI: 10.1007/s40688-017-0127-0

Cite this article as:
Decker, S.L., Strait, J.E., Roberts, A.M. et al. Contemp School Psychol (2017). doi:10.1007/s40688-017-0127-0

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.

Keywords

Assessment Intelligence Reading comprehension Cattell-Horn-Carroll Mediation 

Copyright information

© California Association of School Psychologists 2017

Authors and Affiliations

  • Scott L. Decker
    • 1
  • Julia Englund Strait
    • 2
  • Alycia M. Roberts
    • 3
  • Emma Kate Wright
    • 1
  1. 1.Department of PsychologyUniversity of South CarolinaColumbiaUSA
  2. 2.School Psychology and Health Service Psychology ProgramsUniversity of Houston Clear LakeHoustonUSA
  3. 3.Rainbow Babies and Children’s HospitalUniversity HospitalsClevelandUSA

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