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Assessing the Cognitive Abilities of Culturally and Linguistically Diverse Students: Predictive Validity of Verbal, Quantitative, and Nonverbal Tests
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Lakin, Joni M. – Psychology in the Schools, 2012
Verbal and quantitative reasoning tests provide valuable information about cognitive abilities that are important to academic success. Information about these abilities may be particularly valuable to teachers of students who are English-language learners (ELL), because leveraging reasoning skills to support comprehension is a critical aptitude…
Descriptors: Thinking Skills, Cognitive Ability, Culture Fair Tests, Test Validity
Concurrent Validity of the Test of Nonverbal Intelligence with Learning Disabled Children.
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Haddad, Frederick A. – Psychology in the Schools, 1986
Results of the Test of Nonverbal Intelligence (TONI), Wechsler Intelligence Scale for Children-Revised (WISC-R), and Wide Range Achievement Test were compared for 66 learning disabled children in grades one through six. The TONI mean score was found to be significantly different from the WISC-R Performance Intelligence Quotient (IQ). Implications…
Descriptors: Children, Concurrent Validity, Elementary Education, Intelligence Tests
The Clinical Usefulness of an Objective Nonverbal Personality Test for Children
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Register, Mary; L'Abate, Luciano – Psychology in the Schools, 1972
Descriptors: Behavior Problems, Children, Individual Characteristics, Nonverbal Tests
Construct Validity of the Universal Nonverbal Intelligence Test (UNIT).
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Reed, Mellissa Testerman; McCallum, R. Steve – Psychology in the Schools, 1995
Data from 104 school children were analyzed to determine the psychometric and conceptual soundness of the Universal Nonverbal Intelligence Test (UNIT), devised for children with limited English language proficiency. Examines test validity through construct validity, confirmatory factor analysis, and exploratory factor analysis in comparison with…
Descriptors: At Risk Persons, Concurrent Validity, Construct Validity, Elementary Secondary Education
Effects of Two Instructional Sets on the Validity of the Kaufman Assessment Battery for Children-Nonverbal Scale with a Group of Severely Hearing Impaired Children.
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Porter, Larry James; Kirby, Edward Aaron – Psychology in the Schools, 1986
Investigated the use of the Kaufman Assessment Battery for Children (K-ABC)-Nonverbal Scale with severely hearing impaired children (N=49), using two instructional sets (American sign language (ASL) plus pantomime and gestures, or pantomime and gesture (PG) instructions only). Support is provided for the appropriateness of the K-ABC, for use with…
Descriptors: Communication Disorders, Deafness, Elementary Education, Elementary School Students
Concurrent Validity of the Standard Progressive Matrices for Hispanic and NonHispanic Seventh-Grade Students.
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Powers, Stephen; Barkan, Jerry H. – Psychology in the Schools, 1986
Correlations between the Standard Progressive Matrices test (SPM) and the California Achievement Test, Reading, Language, and Mathematics Tests were examined for 99 Hispanic and 93 non-Hispanic Caucasian seventh-grade students. All correlations were highly significant. Supports continued use of the SPM as a measure of nonverbal intellectual…
Descriptors: Achievement Tests, Cognitive Ability, Concurrent Validity, Culture Fair Tests