The purpose of this study is to find out the meaning and future applicability of DPI test by conducting it among 6-year old children who have not entered school. For the study, with forty nine 6-year old kids attending a college-affiliated kindergarten in S city in Jeollanamdo as objective, DPI test and phrase meaning understanding ability test are conducted. DPI test is a language comprehension test developed by Helmut Breuer and Maria Weuffen, in order to differentiate children with particular difficulty in reading and writing at elementary school in advance. In DPI tests, language recognition area is divided into five sub categories; visual-diagram differentiation, voice-acoustics distinction, motor sensation-intonation distinction, melody distinction and rhythm distinction abilities. As a result, for DPI test, in case of female, they gain higher average scores in five areas than male, but without statistically meaningful difference. It appears that there is no correlation between DPI test and phrase understanding ability test. As correlation among five sub categories of DPI test, subcategory 1 (visual-diagram distinction) has statistically meaningful correlation at .01 level with subcategory 2 (voice-acoustics distinction), subcategory 3 (motor sensation- intonation distinction), subcategory 4 (melody distinction) and subcategory 5 (rhythm distinction). Subcategory 2 has shown statistically meaningful correlation at .01 level in every areas except for subcategory 5. In case of subcategory 3, it has statistically meaningful correlation at .01 level in every subcategories except for subcategory 5. Subcategory 4 has shown statistically meaningful correlation at .01 level in every subcategories except for subcategory 5, and subcategory 5 has shown correlation with subcategory 1 and 4. On the research result, the researchers infer the following result. Level of difficulty needs to be raised for DPI test questionnaire. Given Korean children start reading education earlier than foreign counterparts, current diffic띠ty level cannot expect to distinct the kids with difficulty in reading and writing after attending school. Therefore, it needs reevaluation by comparing DPI and DPll test questionnaire. Also, more diversified test tools for comparative research with other language test tools are necessary, and it needs to focus on the necessity to consider not only texual understanding but also phonologic and pargmatical developments.