Reliability of Lucid Recall
What is reliability
‘Reliability’ generally refers to the extent to which a test can be expected to give the same results when administered on a different occasion, or by a different administrator, or to the extent which the components of a test give consistent results. Note that this is not the same as the validity of the test (see Section 1.4.1).
Test-retest reliability of Lucid Recall was assessed using a subgroup of children from the standardisation sample. A total of 119 children (62 males and 57 females) aged 7-9 years, and 45 children (22 males and 23 females) aged 13 years were given the three Lucid Recall core tests on two occasions. These were separated by an interval of 6 weeks. As test-retest reliability is expected to reduce over time this was a fairly stringent test of reliability. For each core test reliability was computed using the Pearson’s product moment correlation coefficient. The resulting reliability estimates are shown in Table 6.
Each of the word recall, pattern recall, and counting recall subtests demonstrated good testretest reliability. Although reliability was lower for Counting Recall in children aged 7-9 than children aged 13 years this finding could be attributed to some children finding it difficult to grasp this task, particularly at the first time of testing (as reflected in the large proportion of younger children that obtained low scores on this task). Previous research has also revealed similar test-retest reliability values for counting recall in children (e.g. Pickering & Gathercole, 2001).
Table 6. Reliability estimates on each subtest (test-retest after 6 weeks).