Abstract
This study assessed the usefulness of the Lindamood Auditory Conceptualization (LAC) Test in identifying students “at risk” for reading failure using a sample of 433 elementary school students from kindergarten, Grades 1 and 2. The test was found to be reliable, but use of the recommended minimum score resulted in the majority of children in each grade and age group failing to reach criterion. For both Grades 1 and 2, the LAC was the best predictor of reading performance as measured by word identification and word attack tests. Post hoc analyses revealed a consistent relationship between poor reading performance and poor performance on the LAC. However, over a quarter of the readers scoring above the 93rd percentile on the Woodcock Reading Mastery Tests also failed the LAC criterion, suggesting that LAC scores require individual interpretation in the context of students' performances on a range of diagnostic tools. Further reference data and revision of scoring criteria are required before the LAC can be ...
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