Sixty-six regular classroom children and 52 children 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.
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