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. Results showed a small female advantage in writing achievement across grade levels. The General Intellectual Ability (GIA) composite showed some evidence of slope bias with math achievement, and the Fluid-Crystallized (Gf-Gc) composite showed some evidence of slope bias with math and reading achievement. The GIA and Gf-Gc composite scores showed evidence of intercept bias mostly in the area of writing achievement. Findings are generally consistent with previous research showing minimal gender bias in global intelligence predicting achievement.

中文翻译：

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全球能力综合指数是否对跨性别的学术成就有不同的预测？

本研究检验了全球能力对阅读、写作和数学成绩的影响是否可以在 1 至 4 年级（n = 1,276）、5 至 8 年级（n = 1,265）和 9 至 12 年级（n = 1,042) 使用多组结构方程建模和 Woodcock-Johnson IV 的标准化样本。结果显示，女性在跨年级写作成绩方面略占优势。一般智力能力 (GIA) 复合材料显示出一些数学成绩存在倾斜偏差的证据，而流体结晶 (Gf-Gc) 复合材料显示出一些数学和阅读成绩存在倾斜偏差的证据。GIA 和 Gf-Gc 综合分数显示了主要在写作成就方面存在截获偏差的证据。