Concurrent Validity of the Spelling Subtest of the Peabody Individual Achievement Test Relative to Dictated Spelling Tests: An Experimental Analysis of Selection Versus Supply as Response Demands

Abstract

The purpose of the study was to investigate the concurrent validity of the spelling subtest of the Peabody Individual Achievement Test (PIAT) relative to the common classroom evaluation method of dictated spelling tests among learning disabled students. Subjects were 15 learning disabled children ranging in age from 6 years 10 months to 9 years 10 months. The spelling subtest was administered twice to each subject. In the PIAT-Regular condition, the subtest was administered according to instructions in the PIAT manual. The PIAT-Dictated condition conformed to instructions in the manual with the exception that the subjects were asked to spell dictated test items (supply) rather than choose the correct spelling from among four choices (selection). A dependent t-test indicated that subjects performed significantly better under the PIAT-Regular condition than under the PIAT-Dictated condition. A Pearson product-moment correlation coefficient indicated that the rank order of the subtest scores did not change substantially from one condition to the other. Implications of the results were discussed.

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References

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