Premium
Concurrent and predictive validity of the LET‐II for average children
Author(s) -
Hoffman Jeffrey D.,
Webster Raymond E.,
Bolen Larry M.,
Hall Cathy W.
Publication year - 1996
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/(sici)1520-6807(199607)33:3<239::aid-pits7>3.0.co;2-k
Subject(s) - psychology , developmental psychology , learning disability , concurrent validity , intelligence quotient , standardized test , predictive validity , test (biology) , test validity , achievement test , academic achievement , psychometrics , clinical psychology , cognition , mathematics education , psychiatry , internal consistency , paleontology , biology
Memory tests, such as the Learning Efficiency Test‐II (LET‐II), have frequently been used to describe the memory characteristics of special populations such as persons with learning disabilities, brain damage, or Alzheimer's disease. Yet, few research studies have examined the memory characteristics of normally functioning children and compared these characteristics to their performance on ability tests or real‐life achievement criteria. This study investigates the predictive and concurrent validities of the LET‐II for performance on the Kuhlmann‐Anderson Tests (K‐A), class grades, and actual grade level functioning in reading and mathematics for third and fourth grade children of average intelligence. The LET‐II memory factor scores correlated significantly with the K‐A scores, class grades and actual grade level functioning in reading. The relevance of these findings for norm‐referenced psychological tests, and in particular memory tests, in real‐life settings is examined. © 1996 John Wiley & Sons, Inc.