A comparison evaluation of the preLAS 2000 English and the Pre-IPT-Oral English, Second Edition for use with preschool children

by Siders, Jennifer J.

Siders Jennifer J. (Writer) (Last Name) (First) (Initial) A Comparative Evaluation of the PreLAS 2000 English and the Pre-IPT-Oral English, (Title) Second Edition for Use with Preschool Children School Psychology Denise Maricle, Ph.D. July/2003 103 (Graduate Major) (Research Advisor) (Month/Year) (No. of pages) American Psychological Association (APA) Publication Manual: Fifth Edition (Name of Style Manual Used in this Study) The comparative usefulness of two commonly used preschool tests of English language proficiency, the Pre-IPT-Oral English, Second Edition (PreIPT-2) and the preLAS 2000 English (preLAS-2), were investigated. The tests were analyzed according to the qualitative features and abilities measured by each, the ability of each test to distinguish between native and non-native English speakers, the comparison of test scores and teacher ratings of language proficiency, the tests’ concurrent validity, and the sensitivity of each test to language growth over time. The results indicated that both tests had adequate qualitative features with the exception of an inadequate sample size for four-year-old children on the preLAS-2. Both tests have similar qualitative features and were able to adequately discriminate between native and non-native English speakers. The PreLAS-2 and PreIPT-2 iii participants’ preLAS-2 proficiency level scores were significantly lower than those of both the PreIPT-2 and the teacher rating scale. Both tests were useful in measuring growth in language skills over time. The results indicate that the PreIPT-2 is generally an adequate measure of the oral language proficiency of preschoolers, but the preLAS-2 may underestimate young children’s overall language skills. PreLAS-2 and PreIPT-2 iv