The psycholinguistic abilities of children from different ethnic backgrounds

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Abstract
Ethnically different children from similar low socio‐economic backgrounds were compared on the Illinois Test of Psycholinguistic Abilities (ITPA). On the ITPA, Maori children performed at a significantly lower level than European children. ITPA subtest differences did not entirely support the view that poor performance for the Maori children was the result of deficits on subtests measuring auditory and/or vocal aspects of psycholinguistic ability. The results support the view that familial experiences differentially affect language skills. The possibility that, culturally, the European children have more in common with the world of the school is also considered.

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