The contribution of general and specific cognitive abilities to reading achievement

By Michael L. Vanderwood, K. McGrew, Dawn P. Flanagan, T. Keith. 2002

87 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/8a2ef6f8dbc8789cddda8e1a3adedfb6f1d11b64

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. K. McGrew
2. T. Keith
3. Randy G. Floyd
4. Gordon E. Taub
5. Christiany Suwartono
6. Paul J Silvia
7. Barbara J. Wendling
8. Roger E. Beaty

In Experimental and Cognitive Psychology

1. K. McGrew
2. T. Keith
3. Randy G. Floyd
4. Gordon E. Taub
5. Christiany Suwartono
6. Paul J Silvia
7. Roger E. Beaty
8. Kristóf Kovács

Citations in the corpus

• Cattell-Horn-Carroll cognitive abilities and their effects on reading decoding skills: g has indirect effects, more specific abilities have direct effects. (2007, methodology): “To address these questions, this study employed structural equation modeling (SEM) to develop, evaluate, and validate models specifying general and more specific cognitive abilities as influences on reading decoding skills.”