Functions of the Illinois Test of Psycholinguistic Abilities (ITPA): Are They Trainable?

Abstract

A meta-analysis, the application of statistical methods to findings from a large collection of individual studies, is reported for the literature assessing the effectiveness of psycholinguistic training using the Illinois Test of Psycholinguistic Abilities (ITPA) as the criterion measure. The analysis establishes the efficacy of psycholinguistic training since the average child receiving psycholinguistic training performs better than 65% of untrained children. Additional data delineating results for ITPA subtests and various study characteristics support the primary finding. It was concluded that extant research, contrary to previous research reviews which were found to underestimate the positive effects of intervention, has demonstrated the effectiveness of psycholinguistic training.