This study examined the 1-year predictive validity of several new and revised conceptual language measures. Seventy-five preschool children were administered the Boehm-PV or Boehm-R, the Bracken Basic Concept Scale (BBCS), and the PPVT-R. The K-ABC Achievement Scale (K-ABC ACH) and Metropolitan Readiness Tests (MRT) Pre-Reading Skills Composites were administered 1 year later and utilized as criterion measures of achievement. All of the conceptual language measures correlated significantly (p < .01) with the K-ABC ACH and MRT composites over a 1-year period. Children found the K-ABC ACH significantly more difficult (p < .001) than the MRT. Comparison of the K-ABC ACH and MRT resulted in a correlation of .49 (24% shared variance), which suggests that the tests are measuring somewhat different aspects of school-related achievement. Implications and recommendations are discussed.
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