![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
Assessment of lexical/semantic knowledge is performed with a variety of tests varying in response requirements. The present study exemplifies the application of modern statistical approaches in the adaptation and assessment of the psychometric properties of the Peabody Picture Vocabulary Test–Revised (PPVT-R) Greek. Confirmatory factor analyses applied to data from a large sample of elementary school students (N = 585) indicated the existence of a single vocabulary dimension and differential item functioning procedures pointed to minimal bias due to gender or ethnic group. Rasch model–derived indices of item difficulty and discrimination were used to develop a short form of the test, which was administered to a second sample of 900 students. Convergent and discriminant validity were assessed through comparisons with the Wechsler Intelligence Scales for Children–III Vocabulary and Block design subtests. Short- and long-term stability of individual scores over a 6-month period were very high, and the utility of the test as part of routine educational assessment is attested by its strong longitudinal predictive value with reading comprehension measures. It is concluded that the Greek version of the PPVT-R constitutes a reliable and valid assessment of vocabulary for Greek students and immigrants who speak Greek.
Keywords language tests, PPVT, Rasch model, item difficulty
References
Section:
|
Abu-Alhija, F. N., Wisenbaker, J. (2006). A Monte Carlo study investigating the impact of item parcelling strategies on parameter estimates and their standard errors in CFA. Structural Equation Modelling, 13, 204–228. Google Scholar | Crossref | ISI | |
|
Anderson, R. C., Freebody, P. (1981). Vocabulary knowledge. In Guthrie, J. T. (Ed.), Comprehension and teaching: Research review (pp. 77–117). Newark, DE: International Reading Association. Google Scholar | |
|
Ball, D. W., Payne, J. S., Hallahan, D. P. (1973). Factorial composition of the Peabody Picture Vocabulary Test with Head Start children. Psychological Reports, 32, 12–14. Google Scholar | SAGE Journals | ISI | |
|
Bandalos, D. L. (2002). The effects of item parcelling on goodness-of-fit and parameter estimate bias in structural equation modelling. Structural Equation Modelling, 9, 78–102. Google Scholar | Crossref | ISI | |
|
Beck, I. L., McKeown, M. G. (1991). Conditions of vocabulary acquisition. In Barr, R., Kamil, M. L., Mosenthal, P., Pearson, P. D. (Eds.), Handbook of reading research (Vol. 2, pp. 789–814). White Plains, NY: Longman. Google Scholar | |
|
Bentler, P. M. (2000). EQS 6 structural equations program manual. Los Angeles, CA: Multivariate Software. Google Scholar | |
|
Biemiller, A. (1999). Language and reading success. Cambridge, MA: Brookline. Google Scholar | |
|
Bochner, S. (1978). Reliability of the Peabody Picture Vocabulary Test: A review of 32 selected research studies published between 1965 and 1974. Psychology in the Schools, 15, 320–327. Google Scholar | Crossref | ISI | |
|
Bond, T., Fox, C. M. (2001). Applying the Rasch model: Fundamental measurement in the human sciences. Mahwah, NJ: Lawrence Erlbaum. Google Scholar | Crossref | |
|
Braze, D., Tabor, W., Shankweiler, D., Mencl, E. (2007). Speaking up for vocabulary: Reading skill differences in young adults. Journal of Learning Disabilities, 40, 226–243. Google Scholar | SAGE Journals | ISI | |
|
Colarusso, R., McLeskey, J., Gill, S. H. (1977). Use of the Peabody Picture Vocabulary Test and the Slosson Intelligence Test with urban Black kindergarten children. Journal of Special Education, 11, 427–432. Google Scholar | SAGE Journals | ISI | |
|
Culbert, J. P., Hamer, R., Klinge, V. (1989). Factor structure of the Wechsler Intelligence scale for Children-Revised, Peabody Picture Vocabulary Test, and the Peabody Individual Assessment Test in a psychiatric sample. Psychology in the Schools, 26, 331–336. Google Scholar | Crossref | ISI | |
|
D’Amato, R. C., Gray, J. W., Dean, R. S. (1988). Construct validity of the PPVT with neuropsychological, intellectual, and achievement measures. Journal of Clinical Psychology, 44, 934–939. Google Scholar | Crossref | Medline | ISI | |
|
Denton, C. A., Vaughn, S. (2010). Preventing and remediating reading difficulties: Perspectives from research. In Shinn, M. R., Walker, H. M. (Eds.), Interventions for achievement and behavior problems ina three-tier model including RTI (pp. 469-500). Bethesda, MD: National Association of School Psychologists. Google Scholar | |
|
Dixon, P., LeFevre, J.-A., Twilley, L. C. (1988). Word knowledge and working memory as predictors of reading skill. Journal of Educational Psychology, 80, 465–472. Google Scholar | Crossref | ISI | |
|
Dunn, G., Everitt, B., Pickles, A. (2002). Modelling covariances and latent variables using EQS. London: Chapman & Hall/CRC. Google Scholar | |
|
Dunn, L., Padilla, E., Lugo, D., Dunn, L. (1986). Test de Vocabulario en Imagenes Peabody–Adaptacion Hispanoamericana [Peabody Picture Vocabulary Test–Latin American adaptation]. Circle Pines, MN: American Guidance Service. Google Scholar | |
|
Dunn, L. M., Dunn, L. M. (1981). Peabody Picture Vocabulary Test–Revised. Circle Pines, MN: American Guidance Service. Google Scholar | |
|
Elbaum, B., Vaughn, S., Hughes, M. T., Moody, S. W. (2000). How effective are one to-one tutoring programs in reading for elementary students at risk for reading failure? A meta-analysis of the intervention research. Journal of Educational Psychology, 92, 605–619. Google Scholar | Crossref | ISI | |
|
Elder, C., McNamara, T., Congdon, P. (2004). Rasch techniques for detecting bias in performance assessments: An example comparing the performance of native and non-native speakers on a test of academic English. In. Smith, E., Smith, R. (Eds.), Introduction to Rasch measurement: Theory, models and applications (pp. 419–444). Maple Grove, MN: JAM Press. Google Scholar | |
|
Farkas, G., Beron, K. (2004). The detailed age trajectory of oral vocabulary knowledge: Differences by class and race. Social Science Research, 33, 464–497. Google Scholar | Crossref | ISI | |
|
Frost, J., Madsbjerg, S., Niedersoe, J., Olofsson, A., Sorensen, P. M. (2005). Semantic and phonological skills in predicting reading development: From 3–16 years of age. Dyslexia, 11, 79–92. Google Scholar | Crossref | Medline | ISI | |
|
Georgas, D. D., Paraskevopoulos, I. N., Bezevegis, I. G., Giannitsas, N. D. (1997). Greek WISC–III: Wechsler intelligence scales for children [in Greek]. Athens, Greece: Ellinika Grammata. Google Scholar | |
|
Holt, J. K. (2004, October). Item parcelling in structural equation models for optimum solutions. Paper presented at the 2004 Annual Meeting of the Mid-Western Educational Research Association, Columbus, OH. Google Scholar | |
|
Jensen, A. R. (1974). How biased are culture-loaded tests? Genetic Psychology Monographs, 90, 185–244. Google Scholar | |
|
Joshi, R. M. (2005). Vocabulary: A critical component of comprehension. Reading and Writing Quarterly, 21, 209–219. Google Scholar | Crossref | |
|
Kisthton, J. M., Widaman, K. F. (1994). Unidimensional versus domain representative parcelling of questionnaire items: An empirical example. Educational and Psychological Measurement, 54, 757–765. Google Scholar | SAGE Journals | ISI | |
|
Lasky, D. I., Felice, A., Moyer, R. C., Buddington, J. F., Elliot, E. S. (1973). Examiner effects with the Peabody Picture Vocabulary test. Journal of Clinical Psychology, 29, 456–457. Google Scholar | Crossref | Medline | ISI | |
|
Linacre, J. M. (2008). A user’s guide to Winsteps Rasch-model computer programs. Chicago, IL: MESA Press. Retrieved from http://www.winsteps.com/winman/index.htm?copyright.htm Google Scholar | |
|
Miller, L. T., Lee, C. J. (1993). Construct validation of the Peabody Picture Vocabulary Test–Revised: A structural equation model of the acquisition order of words. Psychological Assessment, 5, 438–441. Google Scholar | Crossref | |
|
Mouzaki, A., Sideridis, G. D., Simos, P. G., Protopapas, A. (2007, July). The importance of vocabulary in longitudinal prediction of reading comprehension by word-level skills. Poster presented at the 14th Annual Meeting of the Society for the Scientific Study of Reading. Prague, Czech Republic. Google Scholar | |
|
Naglieri, J. A., Pfeiffer, S. I. (1983). Stability, concurrent and predictive validity of the PPVT-R. Journal of Clinical Psychology, 39, 965–967. Google Scholar | Crossref | Medline | ISI | |
|
Nasser, F., Wisenbaker, J. (2003). A Monte Carlo investigation on the impact of item parceling on measures of fit in confirmatory factor analysis. Educational and Psychological Measurement, 63, 729–757. Google Scholar | SAGE Journals | ISI | |
|
National Institute of Child Health and Human Development . (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: Government Printing Office. Google Scholar | |
|
Oakhill, J. V., Cain, K., Bryant, P. E. (2003). The dissociation of word reading and text comprehension: Evidence from component skills. Language and Cognitive Processes, 18, 443–468. Google Scholar | Crossref | |
|
Ollendick, T. H., Finch, A. J., Ginn, F. W. (1974). Comparison of Peabody, Leiter, WISC, and academic achievement scores among emotionally disturbed children. Journal of Abnormal Child Psychology, 2, 47–51. Google Scholar | Crossref | Medline | |
|
Olson, R. K., Keenan, J. M., Byrne, B., Samuelsson, S., Coventry, W. L., Corley, R., . . . Hulslander, J. (2011). Genetic and environmental influences on vocabulary and reading development. Scientific Studies of Reading, 15, 26–46. Google Scholar | Crossref | Medline | ISI | |
|
Onwuegbuzie, A. J., Levin, J. R., Leech, N. L. (2003). Do effect-size measures measure up? A brief assessment. Learning Disabilities: A Contemporary Journal, 1, 37–40. Google Scholar | |
|
Ouellette, G. P. (2006). What’s meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of Educational Psychology, 98, 554–566. Google Scholar | Crossref | ISI | |
|
Pankratz, M., Morrison, A., Plante, E. (2004). Difference in standard scores of adults on the Peabody Picture Vocabulary Test. Journal of Speech, Language and Hearing Research, 47, 714–718. Google Scholar | Crossref | Medline | ISI | |
|
Pasnak, R., Willson-Quayle, A., Whitten, J. W. (1998). Mild retardation, academic achievement, and Piagetian or psychometric tests of reasoning. Journal of Developmental and Physical Disabilities, 10, 23–33. Google Scholar | Crossref | ISI | |
|
Perfetti, C. A. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11, 357–384. Google Scholar | Crossref | ISI | |
|
Perfetti, C. A., Hart, L. (2001). The lexical bases of comprehension skill. In Gorien, D. S. (Ed.), On the consequences of meaning selection: Perspectives on resolving lexical ambiguity (pp. 67–86). Washington, DC: American Psychological Association. Google Scholar | Crossref | |
|
Protopapas, A., Mouzaki, A., Sideridis, G. D., Kotsolakou, A., Simos, P. G. (in press). The role of vocabulary in the context of the simple view of reading. Reading & Writing Quarterly. Google Scholar | ISI | |
|
Protopapas, A., Sideridis, G. D., Mouzaki, A., Simos, P. G. (2007). The development of lexical mediation in the relationship between text comprehension and word reading skills in Greek. Scientific Studies of Reading, 11, 165–197. Google Scholar | Crossref | ISI | |
|
Protopapas, A., Simos, P. G., Sideridis, G. D., Mouzaki, A. (in press). The components of the simple view of reading: A confirmatory factor analysis. Reading Psychology. Google Scholar | |
|
Qi, C. H., Kaiser, A. P., Milan, S., Hancock, T. (2006). Language performance of low income African American and European American preschool children on the PPVT-III. Language, Speech, and Hearing Services in the Schools, 37, 5–16. Google Scholar | Crossref | Medline | ISI | |
|
Rasch, G. (1980). Probabilistic models for some intelligence and attainment tests. Chicago, IL: University of Chicago Press. Google Scholar | |
|
Restrepo, M. A., Schwanengflugel, P. J., Blake, J., Neuharth-Pritchett, S., Cramer, S. E., Ruston, H. P. (2006). Performance on the PPVT-III and the EVT: Applicability of the measures with African American and European American preschool children. Language, Speech, and Hearing Services in the Schools, 37, 17–27. Google Scholar | Crossref | Medline | ISI | |
|
Rosso, M., Falasco, S. L., Phelps, L. (1984). Implications of regression analysis and correlational data between subtests of the WISC-R and the PPVT-R for a delinquent population. Journal of Clinical Psychology, 40, 811–814. Google Scholar | Crossref | Medline | ISI | |
|
Scruggs, T., Mastropieri, M., Argulewicz, E. N. (1983). Stability of performance on the PPVT-R for three ethnic groups attending a bilingual kindergarten. Psychology in the Schools, 20, 433–435. Google Scholar | Crossref | ISI | |
|
Seitz, V., Abelson, W. D., Levine, E., Zigler, E. (1975). Effects of place of testing on the Peabody Picture Vocabulary Test scores of disadvantaged Head Start and non-Head Start children. Child Development, 46, 481–486. Google Scholar | ISI | |
|
Sideridis, G. D., Mouzaki, A., Simos, P. G., Protopapas, A. (2006). Classification of students with reading comprehension difficulties: The roles of motivation, affect, and psychopathology. Learning Disability Quarterly, 29, 159–180. Google Scholar | SAGE Journals | ISI | |
|
Sideridis, G. D., Padeliadu, S. (2000). An examination of the psychometric properties of the Test of Reading Performance using structural equation modeling. Psychological Reports, 86, 789–801. Google Scholar | SAGE Journals | ISI | |
|
Smith, E. V., Smith, R. M. (2004). Introduction to Rasch measurement: Theory, models and applications. Maple Grove, MN: JAM Press. Google Scholar | |
|
Stahl, S. A., Fairbanks, M. M. (2006). The effects of vocabulary instruction. In Dougherty-Stahl, K. A., McKenna, M. C. (Eds.), Reading research at work (pp. 226–261). New York, NY: Guilford. Google Scholar | |
|
Thompson, B. (1996). AERA editorial policies regarding statistical significance testing: Three suggested reforms. Educational Researcher, 25, 26–30. Google Scholar | Abstract | |
|
Vaughn, S., Linan-Thompson, S. (2003). Group size and time allotted to intervention: Effects for students with reading difficulties. In Foorman, B. R. (Ed.), Preventing and remediating reading difficulties (pp. 299–324). Baltimore, MD: York Press. Google Scholar | |
|
Vellutino, F. R., Tunmer, W. E., Jaccard, J. J., Chen, R. (2007). Components of reading ability: Multivariate evidence for a convergent skills model of reading development. Scientific Studies of Reading, 11, 3–32. Google Scholar | Crossref | ISI | |
|
Verhoeven, L., van Leeuwe, J., Vermeer, A. (2011). Vocabulary growth and reading development across the elementary school years. Scientific Studies of Reading, 15, 8–25. Google Scholar | Crossref | ISI | |
|
Wang, W., Chen, H. (2004). The standardized mean difference within the framework of item response theory. Educational and Psychological Measurement, 64, 201–223. Google Scholar | SAGE Journals | ISI | |
|
Wilkinson & the APA Task Force on Statistical Inference . (1999). Statistical methods in psychology journals: Guidelines and explanations. American Psychologist, 54, 594–604. Google Scholar | Crossref | ISI | |
|
Wolf, M., Gow, D. (1985/1986). A longitudinal investigation of gender differences in language and reading development. First Language 6, 81–110. Google Scholar | SAGE Journals | |
|
Wright, B. D., Stone, M. H. (2003). Five steps to science: Observing, scoring, measuring, analyzing, and applying. Rasch Measurement Transactions, 17, 912–913. Google Scholar | |
|
Yovanoff, P., Duesbery, L., Alonzo, J., Tindal, G. (2005). Grade-level invariance of a theoretical causal structure predicting reading comprehension with vocabulary and oral reading fluency. Educational Measurement: Issues and Practice, 24, 4–12. Google Scholar | Crossref | |
|
Zagar, R., Mead, J. D. (1983). Analysis of a short test battery for children. Journal of Clinical Psychology, 39, 590–597. Google Scholar | Crossref | Medline | ISI | |
|
Zigler, E., Abelson, W. D., Seitz, V. (1973). Motivational factors in the performance of economically disadvantaged children on the Peabody Picture Vocabulary Test. Child Development, 44, 294–303. Google Scholar | Crossref | ISI |
