The Relations Between Measures of Cattell-Horn-Carroll (CHC) Cognitive Abilities and Reading Achievement During Childhood and Adolescence

By Jeffrey J. Evans, Randy G. Floyd, K. McGrew, Maria H. Leforgee. 2002

220 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/48f998a12ebdc5227b92ca2d55db194dcb4b6ff2

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In Developmental and Educational Psychology

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Citations in the corpus

Executive Function: Implications for Education. NCER 2017-2000. (2016, background): “As such, by the school age years, some aspects of reading ability are primarily accounted for by measures of vocabulary and speed of information processing rather than measures of EF (reviewed in Blair, Protzko, and Ursache 2011; Evans et al. 2002).”
Cattell-Horn-Carroll cognitive abilities and their effects on reading decoding skills: g has indirect effects, more specific abilities have direct effects. (2007, background): “(McGrew & Flanagan, 1998). Perhaps the finding of significant relations between Associative Memory and reading decoding skills is reflective of the nature of reading during kindergarten and the very early school years in which children memorize the pattern or shapes of letters forming the printed wo”
A study of simple and multiple relations between mathematics attitude, academic motivation and intelligence quotient with mathematics achievement (2013, background): “an affective component (emotional component of like (or) dislike) and (iii) an action (co nature behavioral component of habit or readiness to respond) (Guimaraest, 2005). Mathematics attitude should be viewed as a predisposition to respond in an unfavorable or favorable way to mathematics. By accep”
Cattell–Horn–Carroll cognitive‐achievement relations: What we have learned from the past 20 years of research (2010, methodology): “The first CBA-based synthesis was presented by McGrew and Flanagan (1998). We classify the latest iteration in this series (Flanagan, Ortiz, Alfonso, & Mascolo, 2006) as a narrative research synthesis as no attempt was made to systematically quantify the significance of results across studies, an ap”