Relationship between the peabody picture vocabulary test-revised, wide range achievement test-tevised, and weschler intelligence scale for children-revised

Smith, Teresa; Smith, Billy L.; Dobbs, Karen

doi:10.1016/0022-4405(91)90015-j

Cited by 31 publications

(18 citation statements)

References 7 publications

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“…The PPVT is an oral assessment of receptive language that is highly correlated with language ability and verbal IQ (Smith et al, 1991). Children were shown a set of four pictures and asked to indicate which picture best described the word that the experimenter had just told them.…”

Section: Methodsmentioning

confidence: 99%

Development in the Organization of Episodic Memories in Middle Childhood and Adolescence

Chen¹,

McAnally²,

Reese³

2013

Front. Behav. Neurosci.

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The basic elements of autobiographical or episodic memory are established in early childhood, although the exact age at which memories gain episodic status is still under contention. The self-memory system proposed that adults use “lifetime periods” to group episodic memories together into chapters of the life story – an evolving and internalized account of significant life events that are self-defining. Two studies examined at what point in development children or adolescents begin to take advantage of lifetime-period chapters to organize their episodic memories. The results of Study 1 with 8- to 12-year-olds revealed that the ability to provide life story chapters began to emerge as early as 8 years of age. In Study 2 with adolescents aged 12–21, this ability continued to develop into late adolescence among New Zealand European (NZE) and New Zealand Chinese (NZC) adolescents; however, cultural differences also existed in the specificity of memories. NZC adolescents narrated fewer life story chapters containing specific memories than NZE adolescents. These findings support and extend current theories of episodic memory by specifying that pre-adolescents are starting to organize their episodic memories into lifetime periods, but this achievement is not fully realized until later in adolescence.

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Section: Methodsmentioning

confidence: 99%

Development in the Organization of Episodic Memories in Middle Childhood and Adolescence

Chen¹,

McAnally²,

Reese³

2013

Front. Behav. Neurosci.

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show abstract

“…The PPVT‐4 was selected to measure initial levels of receptive vocabulary in light of previous research indicating that initial receptive vocabulary levels are correlated with response to vocabulary instruction (Coyne et al, 2007; Loftus, 2008; Penno et al, 2002). Furthermore, research evidence links scores on all editions of the PPVT to later reading achievement (Carvajal, Hayes, Miller, Wiebe, & Weaver, 1993; Ollendick, Finch, & Ginn, 1974; Smith, Smith, & Dobbs, 1991; Williams & Wang, 1997). Therefore, scores on the PPVT may be interpreted as suggesting a “risk status indicator” for students who demonstrate low vocabulary.…”

Section: Methodsmentioning

confidence: 99%

A Tiered Intervention Model for Early Vocabulary Instruction: The Effects of Tiered Instruction for Young Students At Risk for Reading Disability

Pullen

Tuckwiller

Konold

et al. 2010

Learn Disabil Res Pract

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Vocabulary knowledge at school entry is a robust predictor of later reading achievement. Many children begin formal reading instruction at a significant disadvantage due to low levels of vocabulary. Until recently, relatively few research studies examined the efficacy of vocabulary interventions for children in the early primary grades (e.g., before fourth grade), and even fewer addressed vocabulary intervention for students at increased risk for reading failure. In more recent work, researchers have begun to explore ways in which to diminish the "meaningful differences" in language achievement noted among children as they enter formal schooling. This article provides a review of a particularly effective model of vocabulary intervention based on shared storybook reading and situates this model in a context of tiered intervention, an emerging model of instructional design in the field of special education. In addition, we describe a quasi-experimental posttest-only study that examines the feasibility and effectiveness of the model for first-grade students. Participants were 224 first-grade students of whom 98 were identified as at risk for reading disability based on low levels of vocabulary. Results of a multivariate analysis of variance revealed significant differences on measures of target vocabulary knowledge at the receptive and context level, suggesting that students at risk for reading failure benefit significantly from a second tier of vocabulary instruction. Implications for classroom practice as well as future research are provided.

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“…A large body of evidence shows that vocabulary size is a significant predictor of academic achievement and literacy acquisition (Adams, 1990; Kastner, May & Hildman, 2001; Ouellette, 2006; Ricketts, Nation & Bishop, 2007; Rohde & Thompson, 2007; Swanson, Rosston, Gerber & Solari, 2008). In a study of almost 200 ten-year-olds, Smith, Smith and Dobbs (1991) reported significant correlations between PPVT scores and the reading, spelling, and arithmetic subtests of the Wide Range Achievement test (WRAT-R; Jastek & Wilkinson, 1984). Therefore, if bilingual children have a smaller vocabulary than monolingual children in the language of schooling, there may be consequences for the success of those children in school-related assessments.…”

mentioning

confidence: 99%

Receptive vocabulary differences in monolingual and bilingual children

et al. 2009

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Studies often report that bilingual participants possess a smaller vocabulary in the language of testing than monolinguals, especially in research with children. However, each study is based on a small sample so it is difficult to determine whether the vocabulary difference is due to sampling error. We report the results of an analysis of 1,738 children between 3 and 10 years old and demonstrate a consistent difference in receptive vocabulary between the two groups. Two preliminary analyses suggest that this difference does not change with different language pairs and is largely confined to words relevant to a home context rather than a school context.

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Relationship between the peabody picture vocabulary test-revised, wide range achievement test-tevised, and weschler intelligence scale for children-revised

Cited by 31 publications

References 7 publications

Development in the Organization of Episodic Memories in Middle Childhood and Adolescence

Development in the Organization of Episodic Memories in Middle Childhood and Adolescence

A Tiered Intervention Model for Early Vocabulary Instruction: The Effects of Tiered Instruction for Young Students At Risk for Reading Disability

Receptive vocabulary differences in monolingual and bilingual children

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