Phyllis Newcomer

Consrruct Validity of the Illinois Test of Psycholinguistic Abilities

The construct validity of the ITPA was investigated by factor analyzing the subtests with 20 criterion tests that were designed either to match the subtests on each psycholinguistic variable but vary in content, or to differ in channel of communication but match in all other respects. Construct validity was determined by the degree to which each subtest measured discrete, independent abilities and the extent to which these abilities represented the constructs of the Osgood model of language behavior. Results generally confirmed the construct validity of the test. Nine of the subtests measured discrete abilities, and two dimensions of the underlying model, i.e., level and process, were substantiated. The channel of communication, particularly the visual modality, constitutes the greatest threat to validity.

Teaching Writing to Exceptional Children: Reaction and Recommendations

The research and instructional recommendations in this issue are aimed at further understanding of the process model. The implications for teaching writing are discussed in terms of roles for the teacher and the learner. Recommendations for domains of future research are presented.

A Short Form of the Revised Illinois Test of Psycholinguistic Abilities

A short form of the ITPA was developed for use in research projects. Sample items were selected from each subtest so that all the psycholinguistic functions measured by the original test were included in the abbreviated version. Both the long and shortened tests were administered to 83 ‘normal’ children from the greater Philadelphia area, between the ages of 5 and 10. T-tests of differences between subtests mean scores on both versions were computed and were not statistically significant at the 5% level of confidence. Correlation coefficients between the long and shortened version of each subtest were also computed. In all but one instance (the Auditory Closure Subtest, correlated at .78) coefficients reached or exceeded the 80 lower level set as acceptable for alternate test reliability. Although these results indicated that the short form ITPA had sufficient reliability to be used for the purposes of research or screening, the authors recommend that the study be replicated on children of uniform chronological age before it is used in clinical settings.

Response to Maggiore's Criticisms of the Short Form ITPA:

This article is a response to on article by Maggiore entitled “Reliability of proposed short form of Illinois Test of Psycholinguistic Abilities” published in Exceptional Children (1978, 45, 198–206). Hammill and Newcomer present evidence to rebut Maggiores essentially negative conclusions regarding the reliability of the short form test. They show that the short form test is reliable and statistically equivalent to the full Illinois Test of Psycholinguistic Abilities.