Using Nonverbal Tests to Help Identify Academically Talented Children

Abstract

Language-reduced (nonverbal) ability tests are the primary talent identification tools for ELL children. The appropriate use of such tests with low-SES and minority children is more nuanced. Whenever language-reduced tests are used for talent identification, nonverbal tests that measure more than figural reasoning abilities should be employed. For young children, picture-based reasoning tests can significantly broaden the scope of the assessment. We report new data showing that ELL, low SES, and minority children in Grades K to 2 typically perform as well or better on such tests than on figural reasoning tests. We also show that for children in Grades 3 to 6, language-reduced quantitative tests are an often overlooked alternative to figural tests. Finally, inferences about ability require comparison of a child’s performance with the performance of other children who have had similar opportunities to develop skills tested. This is often not the case for ELL, poor, and minority children, even on nonverbal tests. In such cases, multiple normative perspectives can greatly assist in the identification of academically talented children.

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