The predictive utility of cognitive abilities on reading, writing, and mathematics achievement domains helps inform high-stakes decision making, such as learning disabilities. An examination of differences in specific groups may increase understanding of obtained scores on cognitive ability and academic achievement standardized tests. One…

The present study examined whether global ability influences on reading, writing, and math achievement are generalizable across gender in children and adolescents in Grades 1 to 4 (n = 1,276), 5 to 8 (n = 1,265), and 9 to 12 (n = 1,042) using multiple group structural equation modeling with the standardization samples for the Woodcock-Johnson IV.…