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50 Years of ERIC
50 Years of ERIC
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ERIC Number: ED269449
Record Type: RIE
Publication Date: 1986-Apr
Pages: 26
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Use of the Developmental Indicators for the Assessment of Learning-Revised (DIAL-R) Preschool Screening Test for the Early Identification of Learning Disabled Children in a Canadian Population.
Derevensky, Jeffrey L.; Mardell-Czudnowski, Carol
This study investigated whether the Developmental Indicators for the Assessment of Learning-Revised (DIAL-R) norms, established with American children, are applicable to a Canadian population. Based on an early childhood model which incorporates ecological validity as well as predictive validity, the DIAL-R assesses three areas: motor, concepts and language. The pre-school screening instrument was administered to 320 Montreal children ranging in age from two to six years. Data analyses by age (3-month intervals) revealed significant differences from the American population, with the present population scoring significantly higher at each age range. No significant trends were found between males and females. Intercorrelation coefficients between the three assessed areas ranged from .75 to .79. Quantitative differences may be reflective of: (1) the sampling techniques employed in the present study; (2) different degrees of acculturation between populations; (3) different testing settings; and (4) enthusiasm of volunteer testers in the present study. Based upon the data new cutoff points (norms) are suggested to identify children who may have potential problems and children who may be potentially gifted. Predictive validity studies need to be demonstrated for the Canadian population and special attention should be given both false positives and false negatives. (Author/PN)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: Ministry of Education, Quebec (Canada).
Authoring Institution: N/A
Identifiers: Developmental Indicators for Assess Learning Rev
Note: Paper presented at the Annual Meeting of the Ameri