Ja. Naglieri, AN EXAMINATION OF THE RELATIONSHIP BETWEEN INTELLIGENCE AND READING-ACHIEVEMENT USING THE MAT-SF AND MAST, Journal of psychoeducational assessment, 14(1), 1996, pp. 65-69
The relationship between intelligence and achievement was studied to d
etermine whether there are significant developmental differences in th
e correlations between the variables and to determine the size of the
coefficient. It has been hypothesized that the relationship between in
telligence and reading increases after grade 2 and that the relationsh
ip is small. These hypotheses recently were challenged. In order to te
st adequately whether developmental changes between intelligence and a
chievement exist, the same tests of reading and intelligence should be
administered to large samples. The present study involved 2,125 stude
nts in grades 2-9 who were administered a nonverbal test of intelligen
ce (Matrix Analogies Test-Short Form) and a measure of reading achieve
ment (Multilevel Academic Survey Test-Reading). Results showed similar
ity across the ages (rs ranged .43 to .58) and an average correlation
between reading and intelligence of .57. The hypothesis that intellige
nce becomes more correlated with reading after grade 2 was not support
ed, but the relationship between intelligence and reading achievement
was found to be substantial.