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Concurrent validity of the cognitive levels test with measures of achievement for a sample of referred children and youth
Author(s) -
Vance Booney,
Mayes Larry M.,
Eaves Ronald C.,
Morrison Sharron
Publication year - 1993
Publication title -
journal of clinical psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.124
H-Index - 119
eISSN - 1097-4679
pISSN - 0021-9762
DOI - 10.1002/1097-4679(199301)49:1<72::aid-jclp2270490110>3.0.co;2-x
Subject(s) - psychology , concurrent validity , test (biology) , achievement test , woodcock , remedial education , developmental psychology , test validity , clinical psychology , cognitive test , cognition , reading (process) , psychometrics , standardized test , mathematics education , psychiatry , paleontology , ecology , internal consistency , biology , political science , law
The present investigation compared the Cognitive Levels Test (CLT) with the Woodcock Reading Mastery Test (WRMT) and Wide Range Achievement Test‐Revised (WRAT‐R) for 55 children and youth who were referred for remedial/special education services. A comparison of the correlations for the criterion measures for the WRMT and WRAT‐R showed a consistent significant positive relationship with the CLT. A repeated measures analysis of variance that compared standard scores of the CLT with those of the WRMT and WRAT‐R indicated that significant differences existed between the test scores. Implications with respect to the concurrent validity of the CLT are discussed.