Relationships between Selected Ability and Achievement Tests in an Economically Disadvantaged Negro Sample

Abstract

The Goodenough-Harris Drawing Test, the Revised Visual Retention Test and the Peabody Picture Vocabulary Test were administered to 46 randomly selected disadvantaged Negro first graders. After 7 1/2 mo., achievement tests were given: Stanford Achievement Tests, Informal Reading Inventory, and Daniels Word Recognition List. Correlations with achievement ranged from .05 to .57. Combining Peabody with Benton scores yielded multiple Rs ranging from .55 to .65, suggesting some predictive validity for this small sample of Negro boys and girls.

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References

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