The Cognitive Levels Test: Its Relationship With Reading and Mathematics Achievement
Document Type
Article
Publication Date
1-1-1990
Description
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.
Citation Information
Eaves, Ronald C.; Darch, Craig; Mann, Lester; and Vance, R. Hubert. 1990. The Cognitive Levels Test: Its Relationship With Reading and Mathematics Achievement. Psychology in the Schools. Vol.27(1). 22-28. https://doi.org/10.1002/1520-6807(199001)27:1<22::AID-PITS2310270104>3.0.CO;2-5 ISSN: 0033-3085