Each of 64 kindergarten children in an international day school (a Western-oriented educational program for foreign national students in Taipei, Taiwan) were administered original and revised forms of the Developmental Indicators for the Assessment of Learning (DIAL and DIAL-R), two tests widely used in early childhood screening. Of the 24 items in DIAL-R, 18 are revised from DIAL, three are unchanged , and three are new. All of the new items and most of the revised items were designed to accommodate the extension of the age range down to 2-0 from 2-6 and up to 5-11 from 5-5. Findings imply that (1) significantly high overall correlations between DIAL and DIAL-R support the expectation that longitudinal research on DIAL-R will have at least as high predictive validity as DIAL, if not higher; (2) DIAL extrapolations are not useful and should not be employed; (3) the DIAL scoring rule for the communications area is too stringent for a heterogeneous population; (4) DIAL-R is more appropriate than DIAL for screening kindergartens in which many children are over 5 years and 5 months of age; and (5) scoring DIAL-R by areas rather than by total score drastically decreases the number of children identified as "potential advanced" and slightly increases the number of children identified as "potential problem." (RH)
Portions of this paper were presented at the Annual Convention of the American Psychological Association (Toronto, Ontario, Canada, August 24-28, 1984).