The Hiskey-Nebraska Test of Learning Aptitude as an instrument in the psychoeducational assessment of a referred population of limited English proficient students
Author(s):
Hallberg, Gay Robb
Format:
Thesis
Degree granted:
Ph.D.
Publisher:
Ann Arbor : The Union Institute, 1992.
Pages:
67
Language:
English
Abstract:
Until recently almost all intelligence tests have been normed on a White-middle class population with minimal attention paid to the contribution of ethnic or linguistic diversity to the population as a whole. While a few new tests have provided normative samples that fairly include Hispanic or African-American individuals, the majority of Limited English Proficient (LEP) groups remain unsampled or underrepresented in current test standardization. The Hiskey Nebraska Test of Learning Aptitude (HNTLA) is an instrument normed on a deaf population and considered by some professionals to be useful with other types of individuals who do not have English oral language accessible to them. Fifty-six LEP students ranging in age from 6 to 20 were administered the HNTLA as part of routine psychological assessment. Students came from Hmong, Lao, Vietnamese, Spanish, African and East Indian language groups. Age, sex and academic population statistics are presented. The mean score was 78 with deaf norms and 70 with hearing norms. Hearing and deaf norms correlated.93 for the Learning Quotient (LQ) and most subtests correlated significantly with the overall score. The HNTLA yielded significant correlations with the WISC-R Performance IQ and with its subtests. The HNTLA Learning Quotient (LQ) was compared across English levels of proficiency and first language groups (L$\sb1$). No significant differences in HNTLA score were found between levels of English proficiency. No significant differences on the Learning Quotient between four sets of first languages were found.