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NASP Home NASP Publications School Psychology Review (SPR) Volume 22 Issue 4 (1993) The Relationship Between the WJ-R Gf-...
Volume 22, Issue 4 (1993)

The Relationship Between the WJ-R Gf-Gc Cognitive Clusters and Writing Achievement Across the Life Span

pp. 687—695

The relationship between the Woodcock-Johnson Psycho-Educational Battery-Revised (WJ-R) cognitive clusters (Long-Term Retrieval, Short-Term Memory, Visual Processing, Auditory Processing, Processing Speed, Comprehension- Knowledge, Fluid Reasoning) and written language achievement measures (WJ-R Basic Writing Skills and Written Expression clusters) was investigated in the WJ-R standardization sample. Multiple regression analysis with the WJ-R cognitive clusters as predictors and the writing achievement measures as criteria at 21 different age groups revealed significant relationships between four of the seven cognitive clusters and writing achievement at various ages. The degree of relationship between the cognitive clusters and writing achievement changed as a function of age. The results have implications for using standardized measures of cognitive abilities to explain problems in writing achievement.

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