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The cognitive levels test: Its relationship with reading and mathematics achievement
Author(s) -
Eaves Ronald C.,
Darch Craig,
Mann Lester,
Vance R. Hubert
Publication year - 1990
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(199001)27:1<22::aid-pits2310270104>3.0.co;2-5
Subject(s) - woodcock , psychology , achievement test , remedial education , test (biology) , reading (process) , cognition , academic achievement , cognitive test , developmental psychology , test validity , standardized test , psychometrics , mathematics education , ecology , political science , law , paleontology , neuroscience , biology
Any instrument designed to measure broad cognitive ability is expected to correlate substantially with valid measures of academic achievement. This report describes an investigation designed to evaluate the relationship between the Cognitive Levels Test, a newly available instrument, and two tests of academic achievement that have been widely used for nearly two decades: the Woodcock Reading Mastery Tests and the KeyMath Diagnostic Arithmetic Test. The study included children in grades K‐2 who were enrolled in a remedial summer school program. The results showed the Cognitive Levels Test (Cognitive Index) to be rather highly correlated with the KeyMath Diagnostic Arithmetic Test Total score ( r =.72) and moderately correlated with the Woodcock Reading Mastery Tests Total Reading score ( r =.55). A repeated measures analysis of variance comparing standard scores for the Cognitive Levels Test with those of the Woodcock Reading Mastery Tests indicated few mean differences between the two sets of scores. Implications concerning the validity of the Cognitive Levels Test were discussed.