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1984, Psychological Reports
The predictive validity of the Peabody Picture Vocabulary Test—Revised was examined for a sample of 33 Navajo children in Grades 1 to 6. Test scores correlated .65 and significantly with scores obtained 10½ mo. later on the Peabody Individual Achievement Test Total score. Implications for interpretation are discussed.
Language Speech and Hearing Services in Schools, 1999
This study examined the performance of 59 at-risk, African American preschoolers on the Peabody Picture Vocabulary Test-III (PPVT-III, Dunn & Dunn, 1997). The subjects were considered at-risk based on low-income status and/or social status variables such as family density and teenage parents. A mean standard score of 91 and a standard deviation of 11 were achieved by these children. Although these scores are below those reported for the PPVT-III standardization sample, the performance spread resulted in a normal distribution of scores. Differences in performance based on gender and income were not apparent, but level of education of the primary caregiver significantly influenced performance. The findings indicate that unlike the Peabody Picture Vocabulary Test-Revised (PPVT-R, Dunn & Dunn, 1981) the PPVT-III is a culturally fair instrument that is appropriate for use with this population.
Language Speech and Hearing Services in Schools, 1992
This study examined test performances of 105 low-income, urban, African American preschool and kindergarten boys and girls on the Peabody Picture Vocabulary Test-Revised (PPVT-R). Most children performed more than one standard deviation below the mean, and a scoring adjustment to the test failed to change this distribution substantially. The findings indicate that the PPVT-R is not appropriate for use with this population.
Journal of Clinical Psychology, 1983
R) for a sample of Native American children who reside on the Navajo Reservation. The sample consisted of 37 children aged 6 to 12-4 (M = 8-9, SD = I-IO). The PPVT-R standard scores correlated significantly (p <.OO1) with the WISC-R Verbal IQ (.87). Performance IQ (.52). and Full Scale IQ (.82). The mean PPVT-R standard score was significantly lower (p <.OO1) than all of the mean WlSC-R IQ scores. Implications of these findings for the use of the PPVT-R are discussed.
Psychology in the Schools, 1981
In this investigation, the relationships between the Revised Peabody Picture Vocabulary Test, the, Peabody Individual Achievement Test, and McCarthy Scales of Children's Abilities were explored. The sample included 26 children randomly selected from three classes in an elementary school. The Revised Peabody Picture Vocabulary Test correlated positively and significantly with the Peabody Individual Achievement Test's total score (S3) and most of its subtests. The Revised Peabody Picture Vocabulary Test also correlated significantly with the Verbal, Quantitative, Memory, and General Cognitive Indexes of the McCarthy Scales (Median r=.76). The mean Peabody Picture Vocabulary Test score was 104.6 and nearly identical to the McCarthy General Cognitive Index (104.4) but significantly smaller than the Peabody Individual Achievement total test score (1 14.5).
2003
Differential Item Functioning in the Peabody Picture Vocabulary Test – Third Edition: Partial Correlation versus Expert Judgment. (December 2003) Colleen Adele Conoley, B.A., Southwest Test State University Chair of Advisory Committee: Dr. Cecil R. Reynolds This study had three purposes: (1) to identify differential item functioning (DIF) on the PPVT-III (Forms A & B) using a partial correlation method, (2) to find a consistent pattern in items identified as underestimating ability in each ethnic minority group, and (3) to compare findings from an expert judgment method and a partial correlation method. Hispanic, African American, and white subjects for the study were provided by American Guidance Service (AGS) from the standardization sample of the PPVT-III; English language learners (ELL) of Mexican descent were recruited from school districts in Central and South Texas. Content raters were all self-selected volunteers, each had advanced degrees, a career in education, and no spec...
Psychological Reports, 1984
The newly available Kaufman Assessment Battery for Children is the first comprehensively standardized individual assessment device published for psychoeducational diagnosticians' use since the publication in 1974 of the WISC-R. Extant investigations on K-ABC concurrent validity are restricted to those described in the test's interpretive manual. This study compared 32 normal preschoolers' responses on the K-ABC Achievement subtests with their scores on the Peabody Picrure Vocabulary Test-Revised. The sample scored approximately one standard deviation above the K-ABC standardization sample on both the Peabody and K-ABC Achievement Scale standard scores. Comparability of item analysis across expressive and receptive vocabulary modes signaled superiority for reception. The K-ABC' s Achievement subtest, Riddles, emerged as a moderate independent criterion of K-ABC's power in predicting skill in PPVT-R receptive vocabulary. Psychoeducational diagnosticians are cautioned that despite these tests' moderate intercorrelations, they appear to measure essentially different skill elements. This study compared normal preschool children's performance o n the revised Peabody Picture Vocabulary Test with their performance o n the Achievement Scales of the Kaufman Assessment Battery for Children. The Peabody Picture Vocabulary Test-Revised
The South African journal of communication disorders. Die Suid-Afrikaanse tydskrif vir Kommunikasieafwykings, 1997
There is currently a great demand for service provision for the African language speakers in South Africa. The difficulties associated with assessing speakers in the absence of assessment tools in the indigenous languages is, therefore, also a pertinent concern. Within the current socio-economic climate in South Africa where test translation and adaptation is often cited as a more viable option than that of developing new tests, very few guidelines exist for the development or adaptation of valid assessment tools for culturally and linguistically diverse population groups. This article is aimed at describing the process which took place when existing English test material, in this instance, The Peabody Picture Vocabulary Test--Revised (PPVT-R) (Dunn & Dunn, 1981) was translated and culturally adapted for the Northern Sotho population in Pretoria and surrounding areas. The findings of the research include practical examples of methodological considerations which should be taken into ...
1994
Factor Analytic Study of Spatial Abilities in Second-Grade, English-Speaking Navajo and Non-Navajo Children
Communication Disorders Quarterly, 2003
NeuroRehabilitation, 2017
and Puerto Rico) and Spain. Each participant was administered the PPVT-III as part of a larger neuropsychological battery. PPVT-III scores were normed using multiple linear regressions and standard deviations of residual values. Age, age 2 , sex, and mean level of parental education (MLPE) were included as predictors in the analyses.
The South African journal of communication disorders. Die Suid-Afrikaanse tydskrif vir Kommunikasieafwykings, 1986
This article focuses on the difficulties involved in diagnosing the communication of non-mainstream speakers within a South African context. Various alternatives are discussed whereby tests can be made more relevant to this population. The revised version of the Peabody Picture Vocabulary Test is applied to a group of Afrikaans-dialect speaking Coloured children in order to determine the merits of standardizing the Jest for this population. The test results are correlated with the accuracy scores on a story. The findings indicate the feasibility of the standardization of the PPVT-R for this population. OPSOMMING Die problematiek verbonde aan die diagnosering van nie-standaarsprekers se kommunikasie in 'n Suider-Afrikaanse konteks word onder die loep geneem Verskeie alternatiewe benaderings waardeur die relevansie van toetse verhoog kan word, word bespreek. Die hersiene weergawe van die Peabody Picture Vocabulary Test is op 'n groep nie-standaard Afrikaanssprekende Kleurling kinders toegepas ten eindediemerietevan toetsstandaardisasie vir hierdie teikengroep te bepaal. Die toetsresultate word met die akkuraatheidstellings van 'n storie gekorreleer. Die bevindings dui daarop dat standaardisasie van die PPVT-R vir hierdie populasie uitvoerbaar is.
1983
EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) rhis document has been reproduced as received from the person or organIzation originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opiriOnS stated in this document do not necessarily repreuent official OERI position or policy.
Developmental Psychology, 2011
Children who begin kindergarten with stronger skills learn faster than do those who enter with lower skills. Minority children tend to enter kindergarten already at a disadvantage, and the gap widens across time. However, little is known about cognitive development among American Indian young children. In this study, 110 American Indian infants from one Northern Plains reservation community were assessed
Language, Speech, and Hearing Services in Schools, 2006
argued that clinicians should anticipate mean differences between ethnic groups, most researchers would agree that performance differences of Q1 SDs warrant caution in the interpretation ABSTRACT: Purpose: The purpose of this study was to determine whether two vocabulary measures were appropriate for the evaluation of African American children and children whose mothers have low education levels, regardless of gender. Method: Data were collected for 210 high-risk, preschool children from a southeastern state in the United States on the Peabody Picture Vocabulary TestVThird Edition (PPVT-III; L. M. Dunn & L.M. Dunn, 1997) and the Expressive Vocabulary Test (EVT; K. T. Williams, 1997).
College student journal
2011
This study was aimed at establishing the psychometric properties of the OLSET Picture-Language Vocabulary Level 1 Test (OPLVLT) which is a group test developed in South Africa for children in the lower primary school. The test has been used in a number of studies conducted in second language classrooms, but little work has been conducted on its standardisation. The standardisation sample was a sample of convenience, comprising a hundred and twenty (120) Grade One Learners drawn from three schools in Johannesburg. Most children were second language speakers of English, and were aged between 6 and 11 years of age. Reliability of the OPLVLT was established by calculating Cronbach alpha which yielded a value of 0.86. Each of the 36 Items had alpha's ranging between 0.83 and 0.85 when deleted and thus they were all retained for the test. The construct validity of the OPLVLT was then investigated by correlating scores on the test with scores on an individual test (the Peabody Picture Vocabulary Test PPVT-R) and another group test (the Metropolitan School Language and Listening subtest MRT). These instruments have been widely used internationally, and have well-established reliability and construct validity. The correlation between the OPLVLT and PPVT was 0.17. The correlation between the OPLVLT and MRT was 0.29. Given the low relationship between the tests, an overall reliability estimate for the construct validity analysis was calculated. The Cronbach's alpha for this analysis was 0.57, indicating a low level of internal consistency between the different tests chosen for use in the construct validation. Given its high internal reliability as a test, but its low level of correlation with other tests of language ability, the overall conclusion from this pilot study was that the OLSET Picture-Language Vocabulary Level 1 Test was a reliable test which was not highly correlated with either the Peabody Picture Vocabulary subtest or the Metropolitan School Language and Listening subtest in this particular sample. The high internal reliability indices would suggest that the OPLVLT has potential as a psychometric instrument.
Language, Speech, and Hearing Services in Schools, 2006
ssessing the language of African American children is challenging because many standardized language measures are culturally biased (Stockman, 2000; Washington & Craig, 1992, 1999). It is important to examine available tests and determine which instruments are appropriate for use with this population. The primary purpose of this study was to examine the validity of the Expressive Vocabulary Test (EVT; Williams, 1997) for assessing the expressive vocabulary skills of African American students.
Language Speech and Hearing Services in Schools, 1999
ABSTRACT: This study examined the empirical evidence for using four vocabulary tests (Peabody Picture Vocabu-lary TestIII [Dunn &amp;amp;amp;amp;amp; Dunn, 1997], Receptive One-Word Vocabulary Test [Gardner, 1985], Expressive Vocabulary Test [Williams, 1997], Expressive One-Word ...
1996
ED401515 - Assessment of American Indian Children as Measured by the SON-R and WISC-III.
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