These findings are consistent with the study of the interrelationships of six major, commercially available reading tests with the AFQT. In that study all of the correlations were in the range from .80 to .95 (Waters, et. al., 1988, p.46, Table 15). Given the range of the test-retest reliabilities of the reading tests ( from .77 to .92), (Waters, et. al., 1988, p.30, Table 6) these inter-correlations of AFQT and reading test scores are about as high as they can get.

In short, these data suggest that highly literate persons will, by and large, possess vast bodies of knowledge and perform relatively well across a large set of domains of knowledge. Conversely, the least literate will tend to perform uniformly low across these domains of knowledge. This means that if programs of adult literacy are to move students to high levels of literacy, they must assist the person in developing vast bodies of knowledge across a large set of domains of knowledge.

The ASVAB Subtests

Word Knowledge, is a vocabulary test of 35 items that emphasizes knowledge from the long term memory to match stem words with the correct alternative (Figure 10, p. 35).

Paragraph Comprehension, is a reading comprehension test of 15 items that emphasizes knowledge in long term memory and the drawing of inferences in working memory (Figure 10, p. 35).

General Science, is a 25 item test of the knowledge base in various domains of science (Figure 11, p.36).

Arithmetic Reasoning, 30 items that emphasize reading and mathematics knowledge and processing in working memory (Figure 11, p. 36).

Auto & Shop Information, 25 items testing knowledge of tools, equipment, and procedures used in working with automobiles and other crafts (Figure 12, p. 37).

Mathematics Knowledge, uses 25 items to assess knowledge of content and operations from geometry and other aspects of mathematics (Figure 12, p.37).

Mechanical Comprehension, a test of knowledge of principles from physics and other sciences with 25 items (Figure 13, p. 38).

Electronics Information, a 20-item test of knowledge of electrical and electronics facts and principles (Figure 13, p. 38).

Numerical Operations, is a 50 item test of how rapidly one can add, subtract, multiply and divide whole numbers. It is rarely entirely completed (Figure 14, p. 39).

Coding Speed, is a speeded, 84-item test in which codes for items given in the stem must be rapidly matched to items in the multiple-choice alternatives. For instance, in the stem, room is coded 2864. In the sample question, the number alternative c must be circled for the word room (at figure 14, p. 39).

Four subtests on the ASVAB are combined to form the AFQT. From 1976 to 1980 the AFQT was made up of the subtests of word knowledge, arithmetic reasoning (word problems) spatial relationships (for example, determining what kinds of boxes might result from folding two dimensional drawings), and mechanical comprehension (for example, if a lever is moved on a piece of equipment, what cogs and gears would move and produce a change in the equipment). From 1980 to 1988, the AFQT consisted of word knowledge, paragraph comprehension, arithmetic reasoning, and numerical operations (rapidly adding, subtracting, multiplying and dividing up to two digit numbers; no one completes this speeded test). In 1988 numerical operations was dropped and mathematics knowledge was added.

As with the earlier AFQT, the ASVAB-AFQT is considered as a measure of "trainability." Percentile scores on the AFQT are divided into five categories. Applicants scoring in categories I and II are considered to be "well above average" and "above average" in trainability. Category III represents "average" trainability, while category IVs are "below average." Those scoring in category V are considered "well below average" in trainability, and as mentioned earlier, are excluded by law from military service. In effect, this makes the AFQT the only nationally administered test of basic skills (reading and mathematics) with a Congressionally mandated standard for employment - though it is employment in the armed services (Office of the Assistant Secretary of Defense: (Force Management and Personnel), 1987, pp. II-12 - II-14).