Multigroup Generalizability Analysis of Verbal, Quantitative, and Nonverbal Ability Tests for Culturally and Linguistically Diverse Students

Lakin, Joni M.; Lai, Emily R.

doi:10.1177/0013164411408074

Cited by 12 publications

(12 citation statements)

References 33 publications

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“…Another study found that the reliability of the verbal battery was adequate (Φ = .82) for ELL students, although lower than that of non‐ELL students (Φ = .96). See Lakin and Lai (2012) for a detailed exploration of the reliability of the CogAT for ELL students.…”

Section: Methodsmentioning

confidence: 99%

Assessing the cognitive abilities of culturally and linguistically diverse students: Predictive validity of verbal, quantitative, and nonverbal tests

Lakin

2012

Psychology in the Schools

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Verbal and quantitative reasoning tests provide valuable information about cognitive abilities that are important to academic success. Information about these abilities may be particularly valuable to teachers of students who are English‐language learners (ELL), because leveraging reasoning skills to support comprehension is a critical aptitude for their academic success. However, due to concerns about cultural bias, many researchers advise exclusive use of nonverbal tests with ELL students despite a lack of evidence that nonverbal tests provide greater validity for these students. In this study, a test measuring verbal, quantitative, and nonverbal reasoning was administered to a culturally and linguistically diverse sample of students. The two‐year predictive relationship between ability and achievement scores revealed that nonverbal scores had weaker correlations with future achievement than did quantitative and verbal reasoning ability scores for ELL and non‐ELL students. Results do not indicate differential prediction and do not support the exclusive use of nonverbal tests for ELL students. © 2012 Wiley Periodicals, Inc.

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Section: Methodsmentioning

confidence: 99%

Assessing the cognitive abilities of culturally and linguistically diverse students: Predictive validity of verbal, quantitative, and nonverbal tests

Lakin

2012

Psychology in the Schools

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“…The scores were much more consistent, however, in grades 5-9 (Naglieri & Ronning, 2000). Lakin and Lai (2012) tell us that multi-dimensional tests that include linguistic and mathematical reasoning are better at predicting academic achievement because nonverbal tests do not specifically test language or mathematical skills. These same multidimensional tests, though, also show greater discrepancies between English language learners and native English speakers.…”

Section: Background Of the Studymentioning

confidence: 94%

“…Nonverbal tests are already utilized in numerous schools to identify students for gifted programs (Giessman, Gambrell, & Stebbins, 2013). Nonverbal tests, however, have not been fully evaluated to determine fairness in their use for admissions (Lakin & Lai, 2012). A nonverbal test should be identified and studied for use in private schools as part of the admissions process for secondary students in order to help predict academic achievement, while at the same time reducing recognized biases in the testing process.…”

Section: Background Of the Studymentioning

confidence: 99%

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An Investigation of the Link Between Nonverbal Aptitude and Academic Achievement

Althoff¹

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All rights reserved.iv ACKNOWLEDGMENTS The blessings that I have enjoyed in this life and that have allowed me to progress in my education as well as professionally are provided by God above, and I thank Him every day for all that He has provided. Additionally, I have to thank my wife for her commitment to me in this process. If it were not for her support and countless evening and weekends in which she cared for our children, I would not have gotten through this. I would also like to thank my employer, Divine Savior Academy, for supporting me in this endeavor both with time and resources.The process of completing a dissertation is filled with numerous hours of research, writing, proofreading, and more writing. Without the support of my dissertation committee and the Office of Graduate Studies in Education at Florida International University, I would not have been able to complete this dissertation. First, I need to thank Dr. Thomas Reio, Jr. for the time he committed in working with me to proofread, edit, and finalize this dissertation, but also for his guidance in getting through the entire doctoral program and dissertation process as my Major Professor on my committee. I also would like to thank Dr. Isadore Newman for the time he committed to working with me through the methodology and statistics included in this research as well as for being part of my committee. Dr. Linda Bliss must also be commended for her contribution to this dissertation as she reviewed the manuscript and made numerous suggestions to improve its readability as well as to ensure that all questions raised were adequately answered. Dr. Eric Dwyer and Dr. Kyle Perkins were also invaluable in their suggestions for improvement throughout this process as members of my committee. I would like to v thank a former student of mine, Maham Zafar, for the time she has spent proofreading the early versions of this manuscript. vi ABSTRACT OF THE DISSERTATIONWhen a private school works to serve a diverse student population and provide excellence in education, academic aptitude is important to evaluate to better predict whether a student will be provided an education that is appropriately leveled.Comparing the previous grades of a diverse applicant pool may prove problematic because of the differing scaling and grading methods utilized in differing educational systems. A nonverbal aptitude test may be utilized to fill this purpose by not only gauging a student's aptitude, but also by minimizing bias associated with cultural or linguistic differences, as well as differences that may present themselves because of sex.The present study included an ex post facto review of data collected over three academic years from 2013 to 2016 at a private secondary school. The nonverbal aptitude of applicants was gauged utilizing the Naglieri Nonverbal Aptitude Test (NNAT). The students' overall GPA during their second semester at the school was identified to gauge academic achievement. These two values were then compared utilizing a hierarchical regression analysis to id...

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“…Some researchers have linked the disproportionate number of ELL students referred to special education to cultural bias in the evaluation procedures used to identify students with disabilities (Lakin & Lai, 2012). Macswan and Rolstad (2006) found that the test measurements used may not accurately reflect an ELL student's ability.…”

Section: Factors and Practices Associated With Disproportionalitymentioning

confidence: 99%

The Voices of Special Educators: How Do Special Educators Teach English Language Learners Who are Receiving Special Education Services?

DuBois¹

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Disproportionality in special education has been examined from various perspectives over a 50-year period. English Language Learner (ELL) students have been included in the discussion among researchers in the past two decades as a disproportionate number of ELL students are referred to special education. Though the problem of disproportionality has been acknowledged, documented and discussed over a period of decades, there is a lack of research from the voices of special educators. The purpose of this study was to describe special education teachers' experiences teaching students currently or previously enrolled in an English language learner program who are receiving special education services. This study explored teachers' views of what supports, resources and strategies contribute to student success and their views of the eligibility determination and referral process. In order to address this gap in the literature, an exploratory descriptive qualitative study was conducted by interviewing special educators. The results indicate the participants lacked support in all areas examined including professional development, resources, instructional strategies and the referral and assessment process. This study indicates structural inequity, a systematic bias in the form of a patterned and differential distribution of resources, contributing to limited opportunities for students who are English language learners who are receiving special education. Implications of the study to address structural inequity include the use of culturally responsive pre-referral strategies and knowledge of the acculturation process ii when considering the needs of an ELL student who is struggling academically and incorporating culturally response teaching methods in both general and special education.

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Multigroup Generalizability Analysis of Verbal, Quantitative, and Nonverbal Ability Tests for Culturally and Linguistically Diverse Students

Cited by 12 publications

References 33 publications

Assessing the cognitive abilities of culturally and linguistically diverse students: Predictive validity of verbal, quantitative, and nonverbal tests

Assessing the cognitive abilities of culturally and linguistically diverse students: Predictive validity of verbal, quantitative, and nonverbal tests

An Investigation of the Link Between Nonverbal Aptitude and Academic Achievement

The Voices of Special Educators: How Do Special Educators Teach English Language Learners Who are Receiving Special Education Services?

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