The predictive ability of IQ and Working Memory scores in literacy in an adult population

Abstract

Literacy problems are highly prevalent and can persist into adulthood. Yet, the majority of research on the predictive nature of cognitive skills to literacy has primarily focused on development and adolescent populations. The aim of the present study was to extend existing research to investigate the roles of IQ scores and Working Memory abilities in literacy in an adult population with learning needs. Participants aged between 17 and 58 years were tested on standardized tests of IQ (using WAIS) and literacy (using the WRAT). Stepwise regression analyses indicated that across all three literacy tests (Reading, Spelling, and Reading Comprehension), the Verbal IQ and Working Memory indices made the largest contributions to performance. These findings suggest that the combinations of crystallized intelligence and Working Memory are important predictors of literacy skills in adults. A useful method of supporting literacy skill in adults could include Working Memory training.