General and Specific Abilities as Predictors of Reading Achievement

  • Peter De Jong
  • Aryan Van Der Leij
Part of the Neuropsychology and Cognition book series (NPCO, volume 15)


A considerable amount of research has been devoted to the search for early and specific predictors of reading achievement, i.e., of word decoding and reading comprehension. Phonological abilities are believed to be a major determinant of the development of word decoding (Wagner & Torgesen, 1987) and are generally found to be better predictors than measures of vocabulary (Baddeley & Gathercole, 1992; Mann & Ditunno, 1990; Wagner, Torgesen, & Rashotte, 1994), In contrast, vocabulary seems to be a major determinant of reading comprehension (Anderson & Freebody, 1981; Bast, 1995, but see Schneider & Näslund, in press).


Reading Comprehension Phonological Awareness General Ability Phonological Code Rapid Naming 
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© Springer Science+Business Media Dordrecht 1998

Authors and Affiliations

  • Peter De Jong
  • Aryan Van Der Leij

There are no affiliations available

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