Rey’s Auditory Verbal Learning Test (AVLT):

Performance on Dutch adaptations of Rey’s AVLT was examined in a sample of 225 6- to 12-year-old Dutch school children, selected to be representative of the general population. With an interval of 3 months, they were tested twice, using two out of three test forms which proved to be parallel. No test-retest practice effects were apparent. Age had a considerable impact on test per-formance. Measured imperfectly, socioeconomic background and intellectual level had some additional influence, as did the examiner who administered the tests. Boys made more errors than girls. Normative data corresponded well with those collected in a smaller Australian sam-ple, suggesting usefulness outside The Netherlands. With a parallel test-retest reliability of.70, which was reduced to.59 when the influence of age was taken into account, the most reliable AVLT measure was the total number of words correctly recalled over the five learning trials. On the basis of reliability data, implications for the clinical use of the AVLT are discussed. © 1999 National Academy of Neuropsychology. Published by Elsevier Science Ltd As it is usually applied, Rey’s (1941, 1958) Auditory-Verbal Learning Test (AVLT) con-sists of at least two parts or stages. First, a list of 15 unrelated, concrete nouns is pre-sented over five learning trials, with immediate recall tested following each presentation