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The Reliability and Validity of a Chinese-Translated Version of the Gifted Rating Scales–Preschool/Kindergarten Form

^* To whom correspondence should be addressed. E-mail: afysiu{at}cuhk.edu.hk.

	Abstract

This study examines the reliability and validity of a Chinese-translated version of the Gifted Rating Scales–Preschool/Kindergarten Form (GRS-P) and explores the effect of gender and age on each of the subscales. Data were collected from 250 kindergarten children, with age ranging from 4 years, 0 months to 6 years, 11 months. Results indicated that the reliability for the subscales of GRS-P was high.There were also significant correlations between GRS-P subscale scores and children’s school performance in language, number concept, and music. Results from the confirmatory factor analysis corroborated the five-factor model of the original GRS-P. No significant difference was identified across all age groups and in gender. The study, however, provided some initial findings for the use of GRS-P as a screening tool for identifying gifted young children in a Chinese population. Suggestions for further research on exploring the use of GRS-P for preschoolers are discussed.

First published on September 1, 2009
Journal of Psychoeducational Assessment 2009, doi:10.1177/0734282909345832


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