Cattell-Horn-Carroll cognitive abilities and their effects on reading decoding skills: g has indirect effects, more specific abilities have direct effects

    Authors

    R. G. Floyd; T. Z. Keith; G. E. Taub;K. S. McGrew

    Comments

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    Abbreviated Journal Title

    Sch. Psychol. Q.

    Keywords

    reading decoding skills; general intellingence; cognitive abilities; CHC; theory; reading aptitudes; PHONOLOGICAL PROCESSING ABILITIES; WORKING-MEMORY; LEARNING-DISABILITIES; NAMING-SPEED; WISC-III; CHILDREN; LATENT; ACHIEVEMENT; READERS; INTELLIGENCE; Psychology, Educational

    Abstract

    This study employed structural equation modeling to examine the effects of Cattell-Horn-Carroll (CHC) abilities on reading decoding skills using five age-differentiated subsamples from the standardization sample of the Wood-cock-Johnson III (Woodcock, McGrew, & Mather, 2001). Using the Spearman Model including only g, strong direct effects of g on reading decoding skills were demonstrated at all ages. Using the Two-Stratum Model including g and broad abilities, direct effects of the broad abilities Long-Term Storage and Retrieval, Processing Speed, Crystallized Intelligence, Short-Term Memory, and Auditory Processing on reading decoding skills were demonstrated at select ages. Using the Three-Stratum Model including g' broad abilities, and narrow abilities, direct effects of the broad ability Processing Speed and the narrow abilities Associative Memory, Listening Ability, General Information, Memory Span, and Phonetic Coding were demonstrated at select ages. Across both the Two-Stratum Model and the Three-Stratum Model at all ages, g had very large but indirect effects. The findings suggest that school psychologists should interpret measures of some specific cognitive abilities when conducting psychoeducational assessments designed to explain reading decoding skills.

    Journal Title

    School Psychology Quarterly

    Volume

    22

    Issue/Number

    2

    Publication Date

    1-1-2007

    Document Type

    Article

    Language

    English

    First Page

    200

    Last Page

    233

    WOS Identifier

    WOS:000253910900005

    ISSN

    1045-3830

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