TY - JOUR
T1 - Performance on the PPVT-III and the EVT
T2 - Applicability of the measures with African American and European American preschool children
AU - Restrepo, Maria
AU - Schwanenflugel, Paula J.
AU - Blake, Jamilia
AU - Neuharth-Pritchett, Stacey
AU - Cramer, Stephen E.
AU - Ruston, Hilary P.
PY - 2006/1
Y1 - 2006/1
N2 - 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 Test - Third Edition (PPVT-III; L. M. Dunn & L.M. Dunn, 1997) and the Expressive Vocabulary Test (EVT; K. T. Williams, 1997). Results: Results indicated that African American children and children whose mothers had low education levels tended to score lower on both measures than did children from European American backgrounds and children whose mothers had a high school or higher education; however, this effect was larger for the PPVT-III. Clinical Implications: Data suggest that the EVT is a better indicator of a child's "vocabulary" skill, and that the PPVT-III has a greater tendency than the EVT to place African American children and children whose mothers have low education levels at risk for being unfairly identified as presenting with a potential language disorder. These data indicate that practitioners should use alternative assessment methods such as nonstandard and dynamic assessments to test children's vocabulary skill. In particular, if they use the PPVT-III, practitioners should take great caution in interpreting test results as evidence of a vocabulary problem in African American children and children whose mothers have low education levels.
AB - 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 Test - Third Edition (PPVT-III; L. M. Dunn & L.M. Dunn, 1997) and the Expressive Vocabulary Test (EVT; K. T. Williams, 1997). Results: Results indicated that African American children and children whose mothers had low education levels tended to score lower on both measures than did children from European American backgrounds and children whose mothers had a high school or higher education; however, this effect was larger for the PPVT-III. Clinical Implications: Data suggest that the EVT is a better indicator of a child's "vocabulary" skill, and that the PPVT-III has a greater tendency than the EVT to place African American children and children whose mothers have low education levels at risk for being unfairly identified as presenting with a potential language disorder. These data indicate that practitioners should use alternative assessment methods such as nonstandard and dynamic assessments to test children's vocabulary skill. In particular, if they use the PPVT-III, practitioners should take great caution in interpreting test results as evidence of a vocabulary problem in African American children and children whose mothers have low education levels.
KW - African American
KW - Differential item functioning
KW - EVT
KW - Maternal education
KW - PPVT
KW - Test bias
KW - Vocabulary
UR - http://www.scopus.com/inward/record.url?scp=33644677918&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=33644677918&partnerID=8YFLogxK
U2 - 10.1044/0161-1461(2006/003)
DO - 10.1044/0161-1461(2006/003)
M3 - Article
C2 - 16615746
AN - SCOPUS:33644677918
SN - 0161-1461
VL - 37
SP - 17
EP - 27
JO - Language, speech, and hearing services in schools
JF - Language, speech, and hearing services in schools
IS - 1
ER -