Intelligence, Cognitive Skills, and Early Reading Progress
Abstract
FIFTY-SIX first-grade children were administered measures of general intelligence, decoding speed, phonological awareness, and listening comprehension. All four types of measures were moderately related to end-of-year reading comprehension. Decoding speed accounted for the largest amount of unique variance. The hypothesis that reading is strongly related to general intelligence once differences in decoding ability have been accounted for was not...
Paper Details
Title
Intelligence, Cognitive Skills, and Early Reading Progress
Published Date
Jan 1, 1984
Journal
Volume
19
Issue
3
Pages
278 - 278
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Notes
History