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A Cross-Lagged Panel Analysis of Psychometric Intelligence and Achievement in Reading and Math

Department of Educational Psychology, Baylor University, Waco, TX 76798, USA
Department of Educational Psychology, The University of Texas at San Antonio, San Antonio, TX 78207, USA
Author to whom correspondence should be addressed.
Received: 5 June 2017 / Revised: 9 August 2017 / Accepted: 28 August 2017 / Published: 1 September 2017
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A cross-lagged panel analysis of Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) intelligence test scores and reading and math achievement test scores of 337 students twice assessed for special education eligibility across a test-retest interval of 2.85 years was conducted. General intelligence (g) was loaded by the four WISC-IV factor index scores whereas reading and math were composite scores. After confirming measurement invariance, it was found that g, reading, and math were stable across time and synchronously correlated. The cross-lagged paths from g at time 1 to reading and math at time 2 (0.26 and 0.39, respectively) were both significantly greater than zero whereas the paths from reading and math at time 1 to g at time 2 (0.03 and 0.23, respectively) were not statistically significant. Given this pattern of relationships and extant research on the correlates of general intelligence, it was tentatively inferred that general intelligence was the temporal precursor to reading and math achievement. View Full-Text
Keywords: intelligence; achievement; WISC; cross-lag; structural equation modeling (SEM) intelligence; achievement; WISC; cross-lag; structural equation modeling (SEM)

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).

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Watkins, M.W.; Styck, K.M. A Cross-Lagged Panel Analysis of Psychometric Intelligence and Achievement in Reading and Math. J. Intell. 2017, 5, 31.

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