Intelligence, Cognitive Skills, and Early Reading Progress.

  title={Intelligence, Cognitive Skills, and Early Reading Progress.},
  author={Keith E. Stanovich and Anne E. Cunningham and Dorothy J. Feeman},
  journal={Reading Research Quarterly},
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 supported. Other relationships among the… 

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  • G. Rae
  • Psychology, Education
    The Journal of general psychology
  • 1977
With the effects of intelligence controlled, intersensory transfer remained a significant predictor of reading achievement.