A Structural Model for Developmental Changes in the Determinants of Reading Achievement

Abstract

We examined developmental changes in the relationship of verbal and nonverbal skills to reading ability in a three-wave, three-factor, 22-variable structural equation model involving 220 White males (including both reading-disabled and control subjects). We measured nonverbal and verbal skills factors at kindergarten, Grade 2, and Grade 5 using the same three indicators per factor at each time wave and took two indicators of reading achievement at Grades 2 and 5. The measurement model provided an adequate fit to the data. We examined developmental change hypotheses in terms of lagged effects from verbal and nonverbal skills factors at kindergarten and Grade 2 to reading achievement factors at Grades 2 and 5. Although both verbal and nonverbal factors had significant effects on reading achievement from kindergarten to Grade 2, the effect of nonverbal skills was not significant from Grade 2 to Grade 5. Verbal skills had significant effects on reading achievement at both Grades 2 and 5. Stability paths for all factors indicated that this change resulted from instability in reading achievement and not from instability in the cognitive skills, reflecting the changing nature of the reading process.