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Understanding Contextual Specificity in Cognitive-Reading Relations: Moderation by Age and IQ

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Title: Understanding Contextual Specificity in Cognitive-Reading Relations: Moderation by Age and IQ
Language: English
Authors: Daniel B. Hajovsky (ORCID 0000-0002-2792-2289), Christopher R. Niileksela (ORCID 0000-0002-6785-1729), Jacob Robbins, Yixuan Sun
Source: Journal of Psychoeducational Assessment. 2025 43(8):897-917.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Cognitive Ability, Reading Ability, Reading Achievement, Academic Achievement, Cognitive Processes, Cognitive Tests, Children, Adolescents, Reading Skills, Psychoeducational Methods, Intelligence Quotient, Age
Assessment and Survey Identifiers: Woodcock Johnson Tests of Cognitive Ability
DOI: 10.1177/07342829251352605
ISSN: 0734-2829
1557-5144
Abstract: Few studies have examined how cognitive-reading relations vary for children and adolescents with different levels of general cognitive ability. This may be instrumental in understanding the development of academic skills and learning difficulties. Research suggests reading development should emphasize the influence of contextual factors that have been featured in prominent theories on cognitive-academic development (e.g., mutualism, Spearman's law of diminishing returns), which can provide new ways of understanding how cognitive processes influence reading. Moderated nonlinear factor analysis tested whether cognitive-reading relations differed by general ability levels and age using children and adolescents aged 5-18 from the Woodcock-Johnson V standardization sample (N = 3384). Results suggested evidence of general ability level and age moderation of general intelligence and broad ability effects on reading skills. These findings provide a more granular perspective on understanding the cognitive processes that influence reading development and can inform psychoeducational assessment practices.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1491234
Database: ERIC
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Psychoeducational+Assessment%22"><i>Journal of Psychoeducational Assessment</i></searchLink>. 2025 43(8):897-917.
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  Data: Few studies have examined how cognitive-reading relations vary for children and adolescents with different levels of general cognitive ability. This may be instrumental in understanding the development of academic skills and learning difficulties. Research suggests reading development should emphasize the influence of contextual factors that have been featured in prominent theories on cognitive-academic development (e.g., mutualism, Spearman's law of diminishing returns), which can provide new ways of understanding how cognitive processes influence reading. Moderated nonlinear factor analysis tested whether cognitive-reading relations differed by general ability levels and age using children and adolescents aged 5-18 from the Woodcock-Johnson V standardization sample (N = 3384). Results suggested evidence of general ability level and age moderation of general intelligence and broad ability effects on reading skills. These findings provide a more granular perspective on understanding the cognitive processes that influence reading development and can inform psychoeducational assessment practices.
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