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A Multigroup Investigation of Latent Cognitive Abilities and Reading Achievement Relations
Daniel Hajovsky is a doctoral candidate in the school psychology program at the University of Kansas. His research interests include the use of latent-variable modeling to understand cognitive and achievement abilities, the longitudinal development of risk taking, the relationship between measurement invariance and prediction invariance, and the measurement of academic engagement and relational quality.
University of Kansas
, Matthew R. ReynoldsMatthew R. Reynolds is an associate professor and the director of the school psychology program at the University of Kansas. He received his doctoral degree in educational psychology (school psychology and quantitative methods) from the University of Texas, Austin. His research interests are in latent-variable modeling, with particular interest in the applications of such models to structure and study the development of human cognitive abilities. He also has interests in psychological assessment.
University of Kansas
, Randy G. FloydRandy G. Floyd is a professor of psychology at the University of Memphis. He received his doctoral degree in school psychology from Indiana State University. His research interests include the structure, measurement, and correlates of cognitive abilities; the technical properties of early numeracy measures; and the process of professional publication.
University of Memphis
, Joshua J. TurekJoshua J. Turek is a doctoral candidate in the school psychology program at the University of Kansas. His research interests include the longitudinal development of behavior, relations between cognitive abilities and achievement, and informant discrepancies in behavior ratings.
University of Kansas
, and Timothy Z. KeithTimothy Z. Keith is a professor of educational psychology and the director of the school psychology program at the University of Texas, Austin. His research focuses on the nature and measurement of intelligence and understanding the influences on school learning. He has methodological interests in multiple regression, confirmatory factor analysis, structural equation modeling, and the use of extant data in research. He earned his PhD from Duke University.
University of Texas
| Abstract. |
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The structural relations between the Cattell–Horn–Carroll abilities and reading achievement outcome variables across child and adolescent development were examined in the Kaufman Assessment Battery for Children, Second Edition, and the Kaufman Test of Educational Achievement, Second Edition, conormed sample. We estimated single-group models using a cross-validation technique and then tested those salient effects using multigroup structural equation models to test the equality of salient effects across stages of development to determine whether those effects were moderated by grade. Nonequivalent models were also used to test the directionality of reading decoding and reading comprehension. The direct effects of long-term retrieval and short-term memory on reading decoding were the same across grade groupings. Findings support moderation by grade for the direct effects of comprehension–knowledge and reading decoding on reading comprehension. In Grades 1–6, the direct effect of comprehension–knowledge on reading decoding was smaller than the direct effect in Grades 7–12. The direct effect of comprehension–knowledge on reading comprehension was much smaller in Grades 1–3 compared with Grades 4–12. The path from reading decoding to reading comprehension was much larger in Grades 1–3 compared with Grades 4–12. The nonequivalent models suggest that the directionality of influence is from reading decoding to reading comprehension and not vice versa. Results from this study support a differentiated view of reading development with increases in comprehension–knowledge and decreases in reading decoding in explaining individual differences in reading comprehension over time.
Received: June 20, 2013; Accepted: March 18, 2014;
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Online publication date: 5-Nov-2018.
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