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Validity of the comprehensive receptive and expressive vocabulary test in assessment of children with speech and learning problems
Author(s) -
Smith Teresa,
Smith Billy L.,
Eichler Joan B.,
Pollard Amy Gilbert
Publication year - 2002
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/pits.10060
Subject(s) - psychology , construct validity , learning disability , construct (python library) , developmental psychology , vocabulary , test validity , wechsler adult intelligence scale , test (biology) , mental age , intelligence quotient , psychometrics , cognition , linguistics , psychiatry , paleontology , philosophy , computer science , biology , programming language
The current researchers investigated construct, predictive, and differential validity for the Comprehensive Receptive and Expressive Vocabulary Test (CREVT). Participants were 243 public school students, ages 5.5 to 17.25 years. They represented four primary disabilities: Learning Disability ( n = 115), Learning Disability with Speech Impairment ( n = 29), Mental Retardation ( n = 40), and Speech Impairment ( n = 59). Adequate construct validity for the CREVT was documented, using the Wechsler Intelligence Test for Children–III as a criterion. Also, the CREVT significantly predicted the scores on the Wide Range Achievement Test–3. Lastly, the CREVT effectively differentiated between students with disabilities. These findings suggest that the CREVT may be helpful in identifying the presence of learning problems. © 2002 Wiley Periodicals, Inc. Psychol Schs 39: 613–619, 2002.