Evidence map›Paper›PMID 39590646›Full record

ArticleJournal of Intelligence2024

Beyond Individual Tests: Youths' Cognitive Abilities, Basic Reading, and Writing.

Jacqueline M Caemmerer, Audrey M Scudder, Timothy Z Keith, Matthew R Reynolds

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of Intelligence, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Jacqueline M CaemmererDepartment of Educational Psychology, University of Connecticut, Storrs, CT 06268, USA.ORCID 0000-0001-9555-3625
Audrey M ScudderDepartment of Educational Psychology, University of Connecticut, Storrs, CT 06268, USA.ORCID 0009-0004-8668-9095
Timothy Z KeithDepartment of Educational Psychology, University of Texas at Austin, Austin, TX 78712, USA.
Matthew R ReynoldsDepartment of Educational Psychology, University of Kansas, Lawrence, KS 66045, USA.

Funding

Texas Woman's University Woodcock Institute 75516
6 · The paper itself

Abstract

Broadly, individuals' cognitive abilities influence their academic skills, but the significance and strength of specific cognitive abilities varies across academic domains and may vary across age. Simultaneous analyses of data from many tests and cross-battery analyses can address inconsistent findings from prior studies by creating comprehensively defined constructs, which allow for greater generalizability of findings. The purpose of this study was to examine the cross-battery direct effects and developmental differences in youths' cognitive abilities on their basic reading abilities, as well as the relations between their reading and writing achievement. Our sample included 3927 youth aged 6 to 18. Six intelligence tests (66 subtests) and three achievement tests (10 subtests) were analyzed. Youths' general intelligence (

Indexed as

academicachievementintelligencemediationmoderationspelling

Identifiers

PMID39590646
PMCPMC11595451

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.