Abstract
A Spanish version of the ITPA and its English translation were administered alternatively to kindergarten and second grade Hispanic children from bilingual classes in the San Francisco Bay area. It was found that: (a) the kindergarten children scored the same in English as in Spanish except for two auditory-vocal tests on which they scored significantly higher in English; (b) the second grade children scored significantly higher on all auditory-vocal tests except one: (c) on the visual-motor tests both groups scored equally in English and in Spanish and equal to the average standardization norms; (d) neither group scored significantly higher in Spanish on any of the 10 tests of the ITPA; and (e) the major deviation in scores for each group was in the auditory-vocal channel whether the test was administered in Spanish or in English. The results from this sample of Hispanic children throw some doubt on the court decisions that require bilingual Hispanic children to be tested in the language that is predominant in the home.
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