Abstract
Conservation and intelligence have been found both singly and in combination to be positively related to two measures of reading given 7 mo. after the administration of the conservation measures. However, neither conservation nor intelligence made any significant independent contribution to the prediction of the reading measures when a reading readiness test, administered at the same time as the conservation tasks, was considered in the prediction of reading achievement. When intelligence and reading readiness were separately partialled out of the relationship between conservation and the two measures of reading achievement, the partial correlations dropped to a near-zero value.
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