Cognitive abilities predicting English reading skill using hierarchical stepwise regression analysis
| Variables . | β . | t . | R2 . | R2 change . | F . |
|---|---|---|---|---|---|
| Step1 | |||||
| Age | 0.426 | 2.868** | 0.183 | 0.183 | 8.226** |
| Step2 | |||||
| Age | 0.276 | 2.060* | 0.410 | 0.227 | 12.493*** |
| English PA | 0.500 | 3.727*** | |||
| Variables . | β . | t . | R2 . | R2 change . | F . |
|---|---|---|---|---|---|
| Step1 | |||||
| Age | 0.426 | 2.868** | 0.183 | 0.183 | 8.226** |
| Step2 | |||||
| Age | 0.276 | 2.060* | 0.410 | 0.227 | 12.493*** |
| English PA | 0.500 | 3.727*** | |||
Note. This table shows the results of stepwise hierarchical regression analysis with age, sex, English phonological awareness, and visual spatial ability as the independent variables and English reading skill as the dependent variable. Results show that sex and visual spatial skill failed to be a significant predictor for English reading skill. Age entered into the regression model at the first step, with English phonological awareness at the second step. It was found that only English phonological awareness had significant unique contributions to English reading skill after age was controlled for.
*p < 0.05, **p < 0.01, ***p < 0.001; PA, phonological awareness.