ERIC Number: ED271227
Record Type: RIE
Publication Date: 1984-Aug
Reference Count: 0
Correlations between DIAL and DIAL-R: Implications for Early Childhood Screening.
Each of 64 kindergarten children in an international day school (a Western-oriented educational program for foreign national students in Taipei, Taiwan) were administered original and revised forms of the Developmental Indicators for the Assessment of Learning (DIAL and DIAL-R), two tests widely used in early childhood screening. Of the 24 items in DIAL-R, 18 are revised from DIAL, three are unchanged , and three are new. All of the new items and most of the revised items were designed to accommodate the extension of the age range down to 2-0 from 2-6 and up to 5-11 from 5-5. Findings imply that (1) significantly high overall correlations between DIAL and DIAL-R support the expectation that longitudinal research on DIAL-R will have at least as high predictive validity as DIAL, if not higher; (2) DIAL extrapolations are not useful and should not be employed; (3) the DIAL scoring rule for the communications area is too stringent for a heterogeneous population; (4) DIAL-R is more appropriate than DIAL for screening kindergartens in which many children are over 5 years and 5 months of age; and (5) scoring DIAL-R by areas rather than by total score drastically decreases the number of children identified as "potential advanced" and slightly increases the number of children identified as "potential problem." (RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Pacific Cultural Foundation, Taipei (Taiwan).
Authoring Institution: N/A
Note: Portions of this paper were presented at the Annual Convention of the American Psychological Association (Toronto, Ontario, Canada, August 24-28, 1984).