Two groups of children, (n = 144 and n = 49), identified as different on measures of reading and spelling were found to exhibit different performance levels on the Illinois Test of Psycholinguistic Abilities (ITPA). Seven discriminant analyses were performed with significant group separation occurring for six of these. Classification analyses indicated that using the ten major subtests produced accurate classification in approximately 71% of cases. Subtests found to load heavily in discriminant functions were Auditory Sequential Memory and Auditory Reception. Other subtests, which loaded moderately, were Auditory Association, Visual Association, Verbal Expression, and Grammatic Closure. Results were discussed in the light of previous research methodologies and the debate as to the educational relevance of the ITPA.
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