A dynamic developmental link between verbal comprehension-knowledge (Gc) and reading comprehension: Verbal comprehension-knowledge drives positive change in reading comprehension

Intelligence and general academic achievement have a well-established relation, but the interrelated development of the two constructs over time is less well-known. In this study, the dynamic developmental relation between verbal comprehension-knowledge (Gc) and reading comprehension was examined by...

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Bibliographic Details
Published in:Journal of school psychology 2012-12, Vol.50 (6), p.841-863
Main Authors: Reynolds, Matthew R., Turek, Joshua J.
Format: Article
Language:English
Subjects:
Academic Achievement
Achievement
Adolescent
Bivariate dual change score models
CHC theory
Child
Child Health
Children
Comprehension
Crystallized intelligence
Early Adolescents
Educational Status
Female
Human development
Humans
Intelligence
Intervention
Knowledge
Longitudinal Studies
Male
Positive action
Reading
Reading Comprehension
Scores
Socioeconomic status
Verbal-comprehension knowledge
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Summary:Intelligence and general academic achievement have a well-established relation, but the interrelated development of the two constructs over time is less well-known. In this study, the dynamic developmental relation between verbal comprehension-knowledge (Gc) and reading comprehension was examined by applying bivariate dual change score models (McArdle, 2009) to longitudinal data collected from children aged 9 through 15 who were part of the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD SECCYD). A unidirectional dynamic link was found in which higher levels of prior Gc led to increased positive change in reading comprehension scores. This unidirectional link was not altered by including intelligence measured at 24-months, SES, sex, basic reading, and reading volume as time-invariant covariates. Gc is a leading indicator of reading comprehension and should be considered when developing and monitoring long-term reading comprehension interventions for children.
ISSN:0022-4405
1873-3506
DOI:10.1016/j.jsp.2012.07.002