Premium
Cognition and academic achievement: The relationship of the Cognitive Levels Test, the Keymath Revised, and the Woodcock Reading Mastery Tests‐Revised
Author(s) -
Eaves Ronald C.,
Mann Lester,
Vance R. Hubert,
ParkerBohan Annette
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(199010)27:4<311::aid-pits2310270406>3.0.co;2-k
Subject(s) - woodcock , psychology , reading comprehension , achievement test , cognition , test (biology) , reading (process) , developmental psychology , academic achievement , test validity , cognitive test , psychometrics , standardized test , mathematics education , biology , ecology , paleontology , neuroscience , political science , law
This study evaluated the ability of the Cognitive Levels Test to estimate current achievement in mathematics (as measured by the KeyMath Revised) and reading (as measured by the Woodcock Reading Mastery Tests‐Revised) among a group of normal children attending a private school. The validity coefficients resulting from the analysis indicated that the Cognitive Levels Test scores were moderately to highly correlated with the WRMT‐R and KMR, respectively. Repeated‐measures analyses of variance yielded no significant main effect for the CLT/KMR scores, but did identify a main effect for the CLT/WRMT‐R scores. Follow‐up multiple comparisons revealed one significant difference between the various mean scores: The CLT Verbal Reasoning mean was significantly greater than the WRMT‐R Passage Comprehension mean. Given the substantial correlations and generally nonsignificant differences between mean scores, the results were judged as strong evidence of the validity of the CLT for the purpose of estimating math and reading achievement.