A dynamic developmental link between verbal comprehension-knowledge (Gc) and reading comprehension: Verbal comprehension-knowledge drives positive change in reading comprehension

Journal of School Psychology

Volumn 50, Issue 6, 2012, Pages 841-863

  Reynolds, Matthew R ^a   Turek, Joshua J ^a  

^a UNIVERSITY OF KANSAS   (United States)

Author keywords

Bivariate dual change score models; CHC theory; Crystallized intelligence; Intelligence; Reading comprehension; Verbal comprehension knowledge

Indexed keywords

ACHIEVEMENT; ADOLESCENT; ARTICLE; CHILD; COMPREHENSION; EDUCATIONAL STATUS; FEMALE; HUMAN; INTELLIGENCE; KNOWLEDGE; LONGITUDINAL STUDY; MALE; READING;

ACHIEVEMENT; ADOLESCENT; CHILD; COMPREHENSION; EDUCATIONAL STATUS; FEMALE; HUMANS; INTELLIGENCE; KNOWLEDGE; LONGITUDINAL STUDIES; MALE; READING;

EID: 84871015311     PISSN: 00224405     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jsp.2012.07.002     Document Type: Article

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