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The role of fluid reasoning in word recognition
Author(s) -
Guerin Julia M.,
Sylvia Allison M.,
Yolton Kimberly,
Mano Quintino R.
Publication year - 2020
Publication title -
journal of research in reading
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.077
H-Index - 51
eISSN - 1467-9817
pISSN - 0141-0423
DOI - 10.1111/1467-9817.12287
Subject(s) - psychology , word recognition , decoding methods , reading (process) , word (group theory) , phonemic awareness , cognitive psychology , cognition , literacy , novelty , linguistics , social psychology , computer science , telecommunications , pedagogy , neuroscience , philosophy
Background Multiple perspectives on cognitive development, including Cattell's Investment Theory (1963, 1987), suggest that fluid reasoning (G f ) is foundational to the development of academic knowledge and skills. Yet little is known of the role that G f may play in reading achievement, particularly in comparison with a larger literature demonstrating an influential role of crystallised intelligence (G c ) in word recognition. Given the novelty of word recognition for early readers, it is likely that G f plays an influential role in literacy acquisition. Method Using regression‐based mediation analysis, the present study examined performance of preschool children ( n = 154) and college‐aged adults ( n = 114) on measures of G f , G c , phonemic decoding and word recognition. Results Results show that G f has a significant direct effect on word recognition among preschoolers but not among adults. Moreover, among preschoolers, G f exerted an effect indirectly on word recognition through phonemic decoding (i.e., G f → phonemic decoding →word recognition), as well as through a serial and joint mechanism of G c and phonemic decoding (i.e., G f →G c →phonemic decoding →word recognition). However, among adults, G f exerted an effect onto word recognition only through this joint and serial mechanism and not singularly through phonemic decoding. Conclusions Present findings link theories of cognitive development with models of reading development, suggesting that while G f may both directly and indirectly invest in word recognition during early literacy acquisition, this investment may shift in adulthood such that G f exerts only indirect effects through crystallised knowledge and skills (i.e., G c and phonemic decoding).