AN EXAMINATION OF THE RELATIONSHIP BETWEEN INTELLIGENCE AND READING-ACHIEVEMENT USING THE MAT-SF AND MAST

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.