Abstract
Since the development of the Weschler scales, significant advances have been made in intelligence theory and testing technology that have the potential to provide a more comprehensive understanding of cognitive abilities than currently exists. For this study, the standardization sample of the Woodcock–Johnson Psychoeducational Battery-Revised (WJ-R)—an empirically supported measure of several constructs within the Cattell–Horn–Carroll (CHC) theory of cognitive abilities—was used to analyze the contribution of specific cognitive abilities to reading achievement at five developmental levels. Structural equation modeling (SEM), with calibration and cross-validation samples, of four different models of the hypothesized relations among the variables was conducted to determine if specific abilities can provide relevant information regarding the development of reading skills. The results of this study clearly indicate that Gc (comprehension knowledge or crystallized intelligence) and Ga (auditory processing) play an important role in the development of reading skills.
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