An Examination of the Relationship between Intelligence and Reading Achievement Using the MAT-SF and MAST

Abstract

The relationship between intelligence and achievement was studied to determine whether there are significant developmental differences in the correlations between the variables and to determine the size of the coefficient. It has been hypothesized that the relationship between intelligence and reading increases after grade 2 and that the relationship is small. These hypotheses recently were challenged. In order to test adequately whether developmental changes between intelligence and achievement exist, the same tests of reading and intelligence should be administered to large samples. The present study involved 2,125 students in grades 2-9 who were administered a nonverbal test of intelligence (Matrix Analogies Test-Short Form) and a measure of reading achievement (Multilevel Academic Survey Test-Reading). Results showed similarity across the ages (rs ranged .43 to .58) and an average correlation between reading and intelligence of .57. The hypothesis that intelligence becomes more correlated with reading after grade 2 was not supported, but the relationship between intelligence and reading achievement was found to be substantial.

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