The Relationship of an Early Measure of Intelligence To the Ability To Learn Sight Vocabulary Words and To Later Reading Achievement

Abstract

The Slosson Intelligence Test (SIT) was administered to a group of kindergarten children. Scores were correlated with a measure of Sight Vocabulary achievement in kindergarten and reading achieve ment (Stanford Achievement Test) scores at the end of the first and second grade. Correlation coefficients involving the SIT ranged from a low of .61 to a high of .87.