Language, Speech, and Hearing Services in Schools Vol.28 323-332 October 1997.
© American Speech-Language-Hearing Association
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Task Familiarity

Effects on the Test Performance of Puerto Rican and African American Children

Elizabeth D. Peña 1
Rosemary Quinn 2
1 University of Texas at Austin
2 San Jose State University, San Jose, CA

LizP{at}mail.utexas.edu

Two studies compared the performance of Puerto Rican and African American Head Start children on presumably familiar (description) and unfamiliar (one-word labeling) test tasks. Results indicated that children performed significantly better on the familiar test task, and that the familiar task was more sensitive in differentiating children who were typically developing from those with low language ability. Implications for the use of standardized tests, local norms, and dynamic assessment with culturally/linguistically diverse children are discussed.

KEY WORDS: culturally/linguistically diverse preschool children, standardized testing, assessment

Submitted on December 11, 1995
Accepted on October 7, 1996


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