Validating the Use of "D" for Measuring Lexical Diversity in Low-Income Kindergarten Children

Autor/inn/en	Lai, Stephanie A.; Schwanenflugel, Paula J.
Titel	Validating the Use of "D" for Measuring Lexical Diversity in Low-Income Kindergarten Children
Quelle	In: Language, Speech, and Hearing Services in Schools, 47 (2016) 3, S.225-235 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/2016_LSHSS-15-0028
Schlagwörter	Kindergarten; Low Income; Low Income Students; Socioeconomic Status; Vocabulary Skills; At Risk Students; African American Students; Outcome Measures; Program Validation; Expressive Language; Achievement Tests; Lexicology; Expressive One Word Picture Vocabulary Test; Kaufman Test of Educational Achievement + Suchen Sie Ihr Suchwort? Niedriglohn; Socio-economic status; Sozioökonomischer Status; Aktiver Wortschatz; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lexikologie; Schulleistung
Abstract	Purpose: Children from low--socioeconomic status families often perform poorly on standardized vocabulary assessments. The primary purpose of the study was to determine whether lexical diversity as measured by "D" (Malvern, Richards, Chipere, & Durán, 2004) serves as a valid measure of vocabulary in at-risk, low-income, predominantly African American kindergartners. Method: Kane's (1992) argument-based approach was used to validate "D." Six assumptions were examined. Kindergartners (N = 210) from a high-poverty, low-achievement region of the United States were recorded narrating a wordless picture book and assessed using the Expressive Vocabulary Test, Second Edition (Williams, 2007), and the Kaufman Test of Educational Achievement, Second Edition-Listening Comprehension subtest (Kaufman & Kaufman, 2004). Results: "D" was distributed normally and did not vary as a function of language sample length or child ethnicity. "D" was significantly but weakly related to the Expressive Vocabulary Test, Second Edition, indicating some distinction between D and the Expressive Vocabulary Test, Second Edition, scores. Further, "D" was only marginally related to the Kaufman Test of Educational Achievement, Second Edition-Listening Comprehension subtest. Conclusions: Although evidence was somewhat mixed, the study supported the view that "D" is a potentially valid measure of lexical diversity among low-income, predominantly African American kindergartners and could be a useful supplement to standardized vocabulary measures. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01