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

Eaves, Ronald C.; Darch, Craig; Mann, Lester; Vance, Hubert Booney

doi:10.1177/001316448904900421

Cited by 9 publications

(5 citation statements)

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“…IQ x Academic Achievement. According to a review of literature by Eaves, Darch, Mann, and Vance (1989), correlations between frequently used intelligence and reading achievement tests ranged from .48 to .65 (median r = .56). For math, the corresponding correlations ranged from .52 to .76 (median r = .58).…”

Section: Bench Marksmentioning

confidence: 99%

Using teacher judgment and IQ to estimate reading and mathematics achievement in a remedial-reading program

et al. 1994

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This study investigated the relative merits of using teacher judgment and the Slosson Full‐Range Intelligence Test to estimate the math and reading achievement of students in a summer remedial‐reading program. The subjects included children in grades kindergarten through six who were enrolled in the Auburn University Summer Clinic. Components analyses showed that the Slosson Full‐Range Intelligence Test recovered substantially more variance from the distributions of the KeyMath‐Revised and the Woodcock Reading Mastery Tests‐Revised than did teacher judgments. Analysis of variance showed that significant differences between the means of the three tests resulted from the inclusion of students with learning disabilities. Implications of the results are discussed.

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Section: Bench Marksmentioning

confidence: 99%

Using teacher judgment and IQ to estimate reading and mathematics achievement in a remedial-reading program

et al. 1994

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“…According to Eaves, Darch, Mann, and Vance (1989), who summarized validity coefficients cited in Sattler (1988), the median correlation between various measures of cognition and reading achievement was .56; they found a median correlation between measures of cognition and math achievement of 5 8 . It would appear that the correlations between the subjects and .66 for normal subjects), and the CLT and KMR (e.g., rclt cognitive index-kmr tote/ math = .84 for both LD and normal subjects) are relatively high compared to those commonly found in the literature.…”

Section: Discussionmentioning

confidence: 99%

“…One set of results was discarded because of administration errors. Cognitive and reading scores were double checked using the WRMTR ASSIST (American Guidance Service, 1988) and CLT Assistant (Eaves, 1989) computer scoring packages. All derived scores were based on age norms rather than grade norms since many of the LD subjects had been retained at least once during their schooling.…”

Section: Methodsmentioning

confidence: 99%

Diagnostic Accuracy of the Cognitive Levels Test, the KeyMath-Revised, and the Woodcock Reading Mastery Tests-Revised

Eaves

1992

Diagnostique

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Sixty-six regular classroom children and 52 ch'ildren with learning disabilities were administered the Cognitive Levels Test (CLT), the KeyMath-Revised (KMR), and the Woodcock Reading Mastery Tests-Revised (WRMTR). For both groups, correlations between the CLT and WRMTR scores were found to be higher than those typically found in the literature for cognitive and reading measures. For both groups, correlations between the CLT and KMR scores were also higher than those commonly found in the literature for cognitive and math measures. With regard to differences between means, 70% of the CLT-achievement differences were significant for the learning disabled group. For the regular classroom group, only 3% of the CLT-achievement differences were significant. Overall, 81% of the combined subjects were correctly classified using the three-instrument battery.Criterion-related validity studies are common fare in the measurement literature. In their simplest form, validity coefficients are computed between some predictive instrument (e.g., a test of intelligence) and a criterion measure (e.g., reading achievement). The magnitudes of these correlations represent the amount of variance in the criterion measure that can be explained solely from a knowledge of examinees' performances on the predictive instrument.Taken another step, hypotheses regarding differences between the mean scores of the predictor and criterion variables may be constructed. For instance, no difference between IQ and reading achievement means would be hypothesized for normal subjects. On the other hand, many state definitions of learning disabilities mandate a significant discrepancy between IQ and academic achievement. A finding of significant 163 at Yale University Library on May 16, 2015 aei.sagepub.com Downloaded from

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“…Some 20 validity investigations have appeared in the literature (Eaves, 1987(Eaves, , 1988(Eaves, , 1992Eaves, Darch, Mann, & Vance, 1989Eaves & Subotnik, 1989;Overton & Apperson, 1989;Reynolds & Humphreys, n.d., 1989;Eaves & Cutchen, 1990;Eaves, Vance, Mann, & Parker-Bohannon, 1990;Parker-Bohannon, 1990;Rush, 1990;Lee, Unruh, Ford, & Mace, 1991;Vance, Mayes, & Eaves, 1991;Vance, Mayes, Eaves, & Homos, 1991;Vance, Mayes, Eaves, & Morrison, 1993;Eaves, Campbell-Whatley, Dunn, Reilly, & Tate-Braxton, 1994;Eaves, Williams, Winchester, & Darch, 1994;Bell, Rucker, & Finch, 2002). In general, the validity coefficients cited in Table 1 exceed the medians found in the research literature summarized by .…”

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confidence: 99%

Stability of Scores for the Slosson Full-Range Intelligence Test

Williams

Eaves²,

Woods-Groves

et al. 2007

Psychol Rep

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The test-retest stability of the Slosson Full-Range Intelligence Test by Algozzine, Eaves, Mann, and Vance was investigated with test scores from a sample of 103 students. With a mean interval of 13.7 mo. and different examiners for each of the two test administrations, the test-retest reliability coefficients for the Full-Range IQ, Verbal Reasoning, Abstract Reasoning, Quantitative Reasoning, and Memory were .93, .85, .80, .80, and .83, respectively. Mean differences from the test-retest scores were not statistically significantly different for any of the scales. Results suggest that Slosson scores are stable over time even when different examiners administer the test.

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

Cited by 9 publications

References 4 publications

Using teacher judgment and IQ to estimate reading and mathematics achievement in a remedial-reading program

Using teacher judgment and IQ to estimate reading and mathematics achievement in a remedial-reading program

Diagnostic Accuracy of the Cognitive Levels Test, the KeyMath-Revised, and the Woodcock Reading Mastery Tests-Revised

Stability of Scores for the Slosson Full-Range Intelligence Test

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