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Educational and Psychological Measurement
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Cognition and Academic Achievement: The Relationship of the Cognitive Levels Test to the Keymath and Woodcock Reading Mastery Tests

Ronald C. Eaves

Auburn University

Craig Darch

Auburn University

Lester Mann

Hunter College-City University of New York

Hubert R. Vance

East Tennessee State University

This study evaluated the ability of the Cognitive Levels Test to estimate current achievement in mathematics (as measured by the KeyMath Diagnostic Arithmetic Test) and reading (via the Woodcock Reading Mastery Tests) among a group of 43 handicapped and at-risk children. The validity coefficients resulting from the analysis indicated that the Cognitive Levels Test provides valid estimates of mathematics and reading achievement. A repeated measures analysis of variance yielded just one score that was significantly different from other scores in the set. That is, the Letter Identification score of the Woodcock Reading Mastery Test was found to be significantly greater than all other reading and cognitive scores. Although the Cognitive Levels Test scores met criteria for convergent-discriminant validity with regard to the KeyMath Diagnostic Arithmetic Test scores, the results were less promising regarding the Woodcock Reading Mastery Test.

Educational and Psychological Measurement, Vol. 49, No. 4, 973-983 (1989)
DOI: 10.1177/001316448904900421
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