Abstract
Three standardized language assessment measures were individually administered in counterbalanced order to 25 nonreferred, White, middle-class preschool children. Administered were the Peabody Picture Vocabulary Test-Revised and the Test of Early Language Development which are primarily language-screening instruments that elicit a global language quotient. Additionally, the Preschool Language Scale which purports to measure subskills of language development was administered. Correlations among the three measures were statistically significant suggesting an interrelationship of high criterion validity. The Preschool Language Scale scores were inflated by comparison with the other two measures. The Peabody test significantly predicted 53%, 48%, and 35% of the variance in Preschool Language Scale total, verbal ability, and auditory comprehension scores, respectively. The Test of Early Language Development added less than 3% of predictive power to each of these scores. The implication for psychometrics, diagnosis of language differences, and prescription are discussed.
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