Examining the Relation of Cognitive Assessment System-2: Brief with Academic Achievement in a Sample of Greek-Speaking Children

Autor/inn/en	Sergiou, Sergios; Georgiou, George K.; Charalambous, Charalambos Y.
Titel	Examining the Relation of Cognitive Assessment System-2: Brief with Academic Achievement in a Sample of Greek-Speaking Children
Quelle	In: International Journal of School & Educational Psychology, 11 (2023) 1, S.86-94 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Georgiou, George K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2021.1945513
Schlagwörter	Cognitive Tests; Cognitive Processes; Academic Achievement; Grade 6; Greek; Reading Achievement; Mathematics Achievement; Foreign Countries; Elementary School Students; Planning; Attention; Correlation; Cyprus; Cognitive Assessment System + Suchen Sie Ihr Suchwort? Kognitiver Fähigkeitstest; Cognitive process; Kognitiver Prozess; Schulleistung; School year 06; 6. Schuljahr; Schuljahr 06; Grieche; Griechisch; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Ablaufplanung; Planungsprozess; Aufmerksamkeit; Korrelation; Zypern
Abstract	Although Cognitive Assessment System (CAS)-2: Brief was published in 2014 and it is used in applied settings all over the world, we still do not know how well it relates to academic achievement. Thus, this study aimed to examine the relations of CAS-2: Brief with reading and mathematics performance. Two hundred and twenty-two Greek-speaking children in Grade 6 (98 boys, 124 girls, M[subscript age] = 135.85 months) were assessed on CAS-2: Brief and on measures of reading (Wordchains and CBM-Maze) and mathematics (Mathematics Achievement Test and Mathematics Reasoning Test). Results of the correlational analysis showed first that the CAS-2: Brief total score correlated moderately with both reading and mathematics tasks (rs ranged from 0.36 to 0.53). Second, results of the multilevel analyses revealed that the CAS-2: Brief total score explained 11.4% of unique variance in mathematics and 27.6% of unique variance in reading. Theoretical and practical implications of these findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01