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A Statistical Test of the Theoretical Model for the Representational Level of the Illinois Test of Psycholinguistic Ability
Peer reviewed Peer reviewed
Doughtie, Eugene; And Others – Journal of Educational Psychology, 1974
Descriptors: Child Language, Factor Analysis, Factor Structure, Language Ability
The Differential Evaluation of Psycholinguistic Abilities of Bilingual Children.
Peer reviewed Peer reviewed
Gomez-Fernandez, Domingo E.; And Others – Journal of Multilingual and Multicultural Development, 1990
A comparison of the performance of age- and intelligence-matched bilingual (n=46) and monolingual (n=38) six- and seven-year olds on the Illinois Test of Psycholinguistic Abilities indicated that the bilinguals had significantly inferior performance in tests of the visual-motor channel, analogous auditory-vocal tests, and representative level. (18…
Descriptors: Bilingualism, Child Language, Comparative Analysis, Dialects
Test Results and the Real World: A Study of Incompatibility.
Cambourne, Brian – Australian Journal of Reading, 1982
Reports that the results of a study that used both classical and naturalist experimental approaches yielded quite different linguistic pictures of the same children. (JL)
Descriptors: Child Language, Classroom Research, Elementary Education, Evaluation Methods
A Test of the Theoretical Model of the Revised Illinois Test of Psycholinguistic Abilities.
Peer reviewed Peer reviewed
Ramanaiah, Nerella V.; And Others – Applied Psychological Measurement, 1979
Results from correlated multiple-group component analyses of the Revised Illinois Test of Psycholinguistic Abilities (ITPA) subtests were given. Intercorrelations for each age group in the standardization sample provided strong support for the theoretical model underlying the Revised ITPA. (Author/MH)
Descriptors: Child Language, Cognitive Processes, Cognitive Tests, Early Childhood Education
The Influence of Social Class and Race on Language Test Performance and Spontaneous Speech of Preschool Children.
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Johnson, Dale L. – 1973
This investigation compares child language obtained with standardized tests and samples of spontaneous speech obtained in natural settings. It was hypothesized that differences would exist between social class and racial groups on the unfamiliar standard tests, but such differences would not be evident on spontaneous speech measures. Also, higher…
Descriptors: Child Language, Cultural Differences, Expressive Language, Intelligence
Differential Effects on the ITPA [Illinois Test of Psycholinguistic Abilities] Profile of the Final Version of the Peabody Language Development Kits (Levels #1 and #2) with Young Disadvantaged Negro Children. IMRID Papers and Reports, Volume 5, No. 24.
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Hausman, Ralph M.; Apffel, James A. – 1968
The differential effects of the final revision of Levels 1 and 2 of the Peabody Language Development Kits (PLDK) on the Illinois Test of Psycholinguistic Abilities (ITPA) profiles of young disadvantaged black children were studied. Contrasted with 90 control subjects were 90 experimental subjects who received a daily 30-minute oral language…
Descriptors: Black Education, Black Students, Black Youth, Child Language