A Comparison of the Predictive Validity of the Revised Stanford-Binet Intelligence Scale and the Illinois Test of Psycholinguistic Abilities

Abstract

The Illinois Test of Psycholinguistic Abilities and the 1960 revision of the Stanford-Binet Intelligence Scale were administered to 40 Caucasian kindergarten children. Two years later the children were tested with the California Achievement Test, Lower Primary Form. The results indicate that the Total Language Score of the ITPA is at least as valid a predictor of school achievement as is the Stanford-Binet IQ. Using stepwise multiple correlation with the ITPA subtests increases the predictive validity of the ITPA. The ITPA has the added advantage of noting specific areas of language deficit so that remedial programs for individual children may be developed.