Resumen de Identifying Academically Gifted English-Language Learners Using Nonverbal Tests: A Comparison of the Raven, NNAT, and CogAT
David F. Lohman, Katrina A. Korb, Joni M. Lakin
In this study, the authors compare the validity of three nonverbal tests for the purpose of identifying academically gifted English-language learners (ELLs). Participants were 1,198 elementary children (approximately 40% ELLs). All were administered the Raven Standard Progressive Matrices (Raven), the Naglieri Nonverbal Ability Test (NNAT), and Form 6 of the Cognitive Abilities Test (CogAT). Results show that the U.S. national norms for the Raven substantially overestimate the number of high-scoring children; that because of errors in norming, the NNAT overestimates the number of both high-scoring and low-scoring children; that primary-level ELL children score especially poorly on the NNAT; that the standard error of measurement was twice as large for the NNAT as for the Raven or the CogAT; that ELL children scored .5 to .67 standard deviations lower than non-ELL children on the three nonverbal tests; and that none of the nonverbal tests predict achievement for ELL students very well
