Full-scale IQ predicts reading comprehension more strongly than word reading, and working memory and processing speed remain significant predictors after IQ is controlled¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Full-scale IQ significantly predicted both reading outcomes over and above the four cognitive factors, with a much larger standardized loading on comprehension (.78) than word reading (.27). → Christopher 2012 q3 i? Working memory and processing speed continued to predict reading after Full-scale IQ was controlled, showing their contributions are not redundant with IQ. → Christopher 2012

Evidence¶

Christopher 2012¶

Christopher, M. E., Miyake, A., Keenan, J. M., Pennington, B., DeFries, J. C., Wadsworth, S. J., Willcutt, E., & Olson, R. K. (2012). Predicting Word Reading and Comprehension with Executive Function and Speed Measures Across Development: A Latent Variable Analysis. Journal of Experimental Psychology: General. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3360115/

q3 · i? · associational · r2

Alternative SEM adding Full-scale IQ (WISC-R or WISC-III) as a predictor, with digit span removed from the working memory factor. The article reports "Full-scale IQ was more predictive of reading comprehension (standardized loading = .78) than word reading (standardized loading = .27)."

"Full-scale IQ was more predictive of reading comprehension (standardized loading = .78) than word reading (standardized loading = .27)."

Discussion¶

Related Claims¶

• Working memory and processing speed, but not inhibition or non-alphanumeric naming speed, uniquely predict both word reading and reading comprehension in children ages 8 to 16 — related
• In latent-variable SEM models, intelligence — not working memory — is the significant direct predictor of academic outcomes in both childhood and early adulthood — reports the opposite
• IQ and working memory are reliable predictors of academic achievement at the beginning of school when domain knowledge is not controlled — related
• Complexity of children's naturalistic memory reports predicts reading ability over and above IQ — related
• Age differences in text processing are examined in terms of the roles of working memory, inhibition, and processing speed — related
• Previous domain knowledge accounts for most of the variance in later achievement, considerably reducing the predictive impact of IQ and WM — related
• Working memory, processing speed, and verbal comprehension weaknesses are shared across reading and math deficits — related
• Processing speed is the most impaired Wechsler cognitive domain among youth referred for neuropsychiatric evaluation — related