2 samples (N = 74; N = 181) of 4- and 5-yr.-old slum preschoolers were administered the Peabody Picture Vocabulary Test as a part of a wider testing program. These same children were rated by teachers independently on 17 scales, three of which concerned verbal skills, quality of speech, and activity of speech. All product-moment correlations between these teacher-ratings and the Peabody IQs were of moderate magnitude and statistically significant for both samples. The results were interpreted to mean that the Peabody taps a source trait related to daily classroom verbal interchange.
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