A Cross-Lagged Panel Analysis of Psychometric Intelligence and Achievement in Reading and Math

Overview

Journal J Intell

Specialty Biomedical Engineering

Date 2019 Jun 5

PMID 31162422

Citations 29

Authors

Marley W Watkins

Kara M Styck

Affiliations

Soon will be listed here.

Abstract

A cross-lagged panel analysis of Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) intelligence test scores and reading and math achievement test scores of 337 students twice assessed for special education eligibility across a test-retest interval of 2.85 years was conducted. General intelligence () was loaded by the four WISC-IV factor index scores whereas reading and math were composite scores. After confirming measurement invariance, it was found that , reading, and math were stable across time and synchronously correlated. The cross-lagged paths from at time 1 to reading and math at time 2 (0.26 and 0.39, respectively) were both significantly greater than zero whereas the paths from reading and math at time 1 to at time 2 (0.03 and 0.23, respectively) were not statistically significant. Given this pattern of relationships and extant research on the correlates of general intelligence, it was tentatively inferred that general intelligence was the temporal precursor to reading and math achievement.

Citing Articles

Beyond Individual Tests: Youths' Cognitive Abilities, Basic Reading, and Writing.

Caemmerer J, Scudder A, Keith T, Reynolds M J Intell. 2024; 12(11).

PMID: 39590646 PMC: 11595451. DOI: 10.3390/jintelligence12110120.

The Relationship between Trait Emotional Intelligence and Creative Self-Efficacy in Gifted Children: A Cross-Lagged and Cross-Temporal Mediation Analysis.

Cheng L, Liu X, Liu Y, Wu Y J Intell. 2024; 12(8).

PMID: 39195118 PMC: 11355813. DOI: 10.3390/jintelligence12080071.

Relation between fluid intelligence and mathematics and reading comprehension achievements: The moderating role of student teacher relationships and school bonding.

Semeraro C, Musso P, Cassibba R, Annese S, Scurani A, Lucangeli D PLoS One. 2023; 18(9):e0290677.

PMID: 37768944 PMC: 10538704. DOI: 10.1371/journal.pone.0290677.

Non-Cognitive Specificities of Intellectually Gifted Children and Adolescents: A Systematic Review of the Literature.

Tourreix E, Besancon M, Gonthier C J Intell. 2023; 11(7).

PMID: 37504784 PMC: 10382067. DOI: 10.3390/jintelligence11070141.

Is There Evidence for Intelligence-by-Conscientiousness Interaction in the Prediction of Change in School Grades from Age 11 to 15 Years?.

Hufer-Thamm A, Starr A, Steinmayr R J Intell. 2023; 11(3).

PMID: 36976138 PMC: 10058778. DOI: 10.3390/jintelligence11030045.

References

Ritchie S, Bates T, Plomin R . Does learning to read improve intelligence? A longitudinal multivariate analysis in identical twins from age 7 to 16. Child Dev. 2014; 86(1):23-36. PMC: 4354297. DOI: 10.1111/cdev.12272. View

Duckworth A, Quinn P, Tsukayama E . What Leaves Behind: The Roles of IQ and Self-Control in Predicting Standardized Achievement Test Scores and Report Card Grades. J Educ Psychol. 2013; 104(2):439-451. PMC: 3782117. DOI: 10.1037/a0026280. View

Ferrer E, Shaywitz B, Holahan J, Marchione K, Shaywitz S . Uncoupling of reading and IQ over time: empirical evidence for a definition of dyslexia. Psychol Sci. 2010; 21(1):93-101. DOI: 10.1177/0956797609354084. View

Olson R, Keenan J, Byrne B, Samuelsson S . Why do Children Differ in Their Development of Reading and Related Skills?. Sci Stud Read. 2014; 18(1):38-54. PMC: 4120985. DOI: 10.1080/10888438.2013.800521. View

Quinn J, Wagner R, Petscher Y, Lopez D . Developmental relations between vocabulary knowledge and reading comprehension: a latent change score modeling study. Child Dev. 2014; 86(1):159-75. PMC: 4331220. DOI: 10.1111/cdev.12292. View

McArdle J . Latent variable modeling of differences and changes with longitudinal data. Annu Rev Psychol. 2008; 60:577-605. DOI: 10.1146/annurev.psych.60.110707.163612. View

Canivez G . Construct validity of the WISC-IV with a referred sample: direct versus indirect hierarchical structures. Sch Psychol Q. 2013; 29(1):38-51. DOI: 10.1037/spq0000032. View

Schneider W, Niklas F . Intelligence and Verbal Short-Term Memory/Working Memory: Their Interrelationships from Childhood to Young Adulthood and Their Impact on Academic Achievement. J Intell. 2019; 5(2). PMC: 6526434. DOI: 10.3390/jintelligence5020026. View

Ferrer E, McArdle J, Shaywitz B, Holahan J, Marchione K, Shaywitz S . Longitudinal models of developmental dynamics between reading and cognition from childhood to adolescence. Dev Psychol. 2007; 43(6):1460-73. DOI: 10.1037/0012-1649.43.6.1460. View

10.

Reynolds M, Turek J . A dynamic developmental link between verbal comprehension-knowledge (Gc) and reading comprehension: verbal comprehension-knowledge drives positive change in reading comprehension. J Sch Psychol. 2012; 50(6):841-63. DOI: 10.1016/j.jsp.2012.07.002. View

11.

Plomin R, Deary I . Genetics and intelligence differences: five special findings. Mol Psychiatry. 2014; 20(1):98-108. PMC: 4270739. DOI: 10.1038/mp.2014.105. View

12.

Hamaker E, Kuiper R, Grasman R . A critique of the cross-lagged panel model. Psychol Methods. 2015; 20(1):102-16. DOI: 10.1037/a0038889. View

13.

Canivez G, Watkins M, James T, Good R, James K . Incremental validity of WISC-IV(UK) factor index scores with a referred Irish sample: predicting performance on the WIAT-II(UK.). Br J Educ Psychol. 2014; 84(Pt 4):667-84. DOI: 10.1111/bjep.12056. View

14.

Beaujean A, Parkin J, Parker S . Comparing Cattell-Horn-Carroll factor models: differences between bifactor and higher order factor models in predicting language achievement. Psychol Assess. 2014; 26(3):789-805. DOI: 10.1037/a0036745. View

15.

Alloway T, Alloway R . Investigating the predictive roles of working memory and IQ in academic attainment. J Exp Child Psychol. 2009; 106(1):20-9. DOI: 10.1016/j.jecp.2009.11.003. View

16.

Watkins M, Glutting J . Incremental validity of WISC-III profile elevation, scatter, and shape information for predicting reading and math achievement. Psychol Assess. 2001; 12(4):402-8. View

17.

Watkins M, Styck K . A Cross-Lagged Panel Analysis of Psychometric Intelligence and Achievement in Reading and Math. J Intell. 2019; 5(3). PMC: 6526451. DOI: 10.3390/jintelligence5030031. View

18.

Shadish W . Campbell and Rubin: A primer and comparison of their approaches to causal inference in field settings. Psychol Methods. 2010; 15(1):3-17. DOI: 10.1037/a0015916. View

19.

Gomez R, Vance A, Watson S . Structure of the Wechsler Intelligence Scale for Children - Fourth Edition in a Group of Children with ADHD. Front Psychol. 2016; 7:737. PMC: 4884732. DOI: 10.3389/fpsyg.2016.00737. View

20.

Parkin J, Beaujean A . The effects of Wechsler Intelligence Scale for Children-Fourth Edition cognitive abilities on math achievement. J Sch Psychol. 2012; 50(1):113-28. DOI: 10.1016/j.jsp.2011.08.003. View