A Comparison of Different Statistical Procedures for Determining the Relationship Between Cognitive Tempo and Reading Achievement

Summary The relationship between reading achievement and performance on the Matching Familiar Figures Test was investigated in second-grade boys and girls (N = 37) with use of various statistical procedures recently suggested in the literature. Both latency and accuracy correlated with achievement significantly, although latency appeared to have greater salience than accuracy when correlations were not corrected for attenuation. Salkind and Wright's Impulsivity scale, which has the advantage of providing continuous rather than nominal measurement, correlated significantly with achievement. Salkind's Efficiency-Scale, as well as a multiple correlational procedure, did not appear to offer substantial additional predictive power.