Cognition and academic achievement: The relationship of the Cognitive Levels Test, the Keymath Revised, and the Woodcock Reading Mastery Tests-Revised

✍ Scribed by Ronald C. Eaves; Lester Mann; R. Hubert Vance; Annette Parker-Bohannon

• Publisher: John Wiley and Sons
• Year: 1990
• Tongue: English
• Weight: 555 KB
• Volume: 27
• Category: Article
• ISSN: 0033-3085
• DOI: 10.1002/1520-6807(199010)27:4<311::aid-pits2310270406>3.0.co;2-k

✦ Synopsis

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.

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