1. Longitudinal models of developmental dynamics between reading and cognition from childhood to adolescence
- Author
-
Ferrer, Emilio, McArdle, John J., Shaywitz, Bennett A., Holahan, John M., Marchione, Karen, and Shaywitz, Sally E.
- Subjects
Cognition -- Influence ,Cognition -- Demographic aspects ,Developmental psychology -- Educational aspects ,Reading -- Demographic aspects ,Reading -- Influence ,Longitudinal method ,Psychology and mental health - Abstract
The authors applied linear dynamic models to longitudinal data to examine the dynamics of reading and cognition from 1st to 12th grade. They used longitudinal data (N = 445) from the Connecticut Longitudinal Study (S. E. Shaywitz, B. A. Shaywitz, J. M. Fletcher, & M. D. Escobar, 1990) to map the dynamic interrelations of various scales of the Wechsler Intelligence Scales for Children--Revised (i.e., Full, Performance, and Verbal) and specific markers of the Woodcock-Johnson Psycho-Educational Battery--Revised reading cluster (i.e., Letter-Word 1D, Decoding, and Comprehension). The results of these analyses indicate that (a) there is a positive dynamic relation between reading and cognition across the selected age range; (b) this dynamic relation is symbiotic, with positive influences in both directions; (c) the influence from cognition to reading is stronger when considering the Wechsler Intelligence Scales for Children Performance--Revised Performance scale and weaker with the Verbal scale; (d) when examining the different Reading subtests, the influences from cognition are more apparent for LetterWord ID and Comprehension and are less perceptible for Decoding; and (e) the dynamics of reading and cognition appear to be of stronger magnitude during I st to 3rd grade, less strong during 4th to 8th grade, and weaker from 9th to 12th grade. Keywords: longitudinal data analysis, dynamic modeling, reading development, cognitive development
- Published
- 2007