Task Variability Effects on the Language Test Performance of Southern Lower Socioeconomic Class African American and Caucasian Five-Year-Olds

Abstract

Twelve African American and twelve Caucasian preschool children were administered items from the Preschool Language Assessment Instrument (PLAI) under standard conditions and in thematic interactions (PLAI-T) to determine if task variability had an effect on language test scores. The African American group earned significantly higher test scores when the items were administered in the thematic mode as compared to the standardized test format, with the major score increases tending to occur on the more complex and difficult items. Clinical implications of considering task effects and dynamic assessment in multicultural assessment are discussed.