Intercorrelations among various intelligence, achievement, and social class scores.

Intelligence, Cognitive Skills, and Early Reading Progress

“…Reading Comprehension, Intelligence, and Decoding We will first evaluate the implications of our results for hypotheses concerning the zero-order relationship between general intelligence and reading comprehension, and then consider how these conclusions are modified by taking decoding skill into account. Consistent with previous research (Hall & Kaye, 1980;Kirby & Das, 1977;Knief & Stroud, 1959;Sewall, 1979;Singer & Crouse, 1981;Spiegal & Bryant, 1978;Tulkin & Newbrough, 1968), the relationship between the RPM and reading comprehension was modest. The correlations were .33, .42, and .56 for the firstgrade, third-grade, and fifth-grade subjects, respectively, and thus appeared to increase with age (although no pair of correlations was significantly different).…”

“…There have been a few previous studies that have assessed the relationship between performance on the RPM and reading achievement, and they are not supportive of an especially strong linkage. Testing fourthgrade subjects, Kirby and Das (1977) and Knief and Stroud (1959) Across several different age comparisons, the correlations fell in the range of .46-.61 and averaged .54. In short, currently available evidence does not support the conjecture of a strong zero-order relationship between g (as measured by the RPM) and reading ability.…”

Chapter II: Development and Application of Tests of General Mental Ability

“…The Davis-Eells Games, constructed especially to provide a "fairer" measure for low socioeconomic groups, was found to correlate negligibly with social status in a study by Noll (1960); but in another study by Knief and Stroud (1959), which was consistent with most previous findings, the Davis-Eells Games discriminated according to social classes about as much as other tests.…”

Selected Factors Influencing Over- and Under-Achievement in Young School-Age Children

“…The difference between correlation coefficients was significant at the .02 level. Knief and Stroud (1959) correlated intelligence-as measured by the Lorge-Thorndike Intelligence Test (verbal and nonverbal), the Davis-Eells Games, and the Raven Progressive Matrices-with achievement as measured by the Iowa Tests of Basic Skills. Although pupils were fourth graders, the results were in agreement with the findings of Rainey (1965) and Sawrey (1955) for first graders and second graders.…”