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. Author manuscript; available in PMC: 2024 Feb 13.
Published in final edited form as: Child Dev. 2021 Nov 16;93(2):e188–e206. doi: 10.1111/cdev.13706

Figure 4. Longitudinal structural equation model testing main effects of birth mother intellectual performance on child verbal performance and academic test performance.

Figure 4.

Note: Model fit: χ2(190) = 403.06, p < .001, comparative fit index = .91, root mean square error of approximation = .05, standardized root mean square residual = .07. Standardized estimates reported. Dashed lines represent parameters that are fixed to 1. Adoption openness, child sex, and obstetric risk were included as covariates in the model. AP1, adoptive parent 1 report; AP2, adoptive parent 2 report; BM, birth mother; DV, Test of Preschool Early Literacy (TOPEL) Definitional Vocabulary; ISF, Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Initial Sound Fluency; LDS, Language Development Scale; LNF, DIBELS Letter Naming Fluency; LW, letter-word association; MF, math fluency; NWF, DIBELS Nonsense Word Fluency; RF, reading fluency; PA, TOPEL Phonological Awareness; PK, TOPEL Print Knowledge; PSF, DIBELS Phoneme Segmentation Fluency; WA, word-attack; WAIS Info, Wechsler Adult Intelligence Scale-III Information Subscale; WPPSI, Wechsler Preschool and Primary Scale of Intelligence III; WJ, Woodcock–Johnson III. nsp ≥ .1; *p < .05; ***p < .001