The predictive influence of intelligence and communicative language ability on school achievement

Although numerous studies show that intelligence, measured by various tests, is a significant predictor of school achievement, this cognitive variable can only explain about 50% the variance. It also known communicative language ability represents an important basis for learning subject content in early period formal education. One most comprehensive models (Bahman, Palmer, 1996), addition to strategic knowledge, includes knowledge organizational (grammatical and textual) pragmatic knowledge. non-cognitive factors de facto participate explanation success, aim research presented paper was determine predictive influence intelligence ability, i.e. on differences achievement Serbian, English Mathematics at end first half fifth grade. The conducted sample 197 fifth-grade students (51% girls, average age 11.5 months) elementary schools Loznica. authors applied adapted form test abilities bilingual context (Šimonji-Černak, 2005). Revisk used verbal manipulative (Biro, 1997). We started from assumption has more performance above-mentioned subjects than intelligence. Hierarchical regression analysis model determined variables 36.8% - 49.4% variance while are related achievements Serbian 0.6% 3% A partial contribution verbs as element grammatical were all three subjects, well rules language.The results confirm hypothesis indicate success mother tongue, foreign mathematics it develop pay special attention importance strategies developing function