Peabody Picture Vocabulary Test; Technical Report 15. Disadvantaged Children and Their First School Experiences. ETS-Head Start Longitudinal Study. Technical Report Series.

Autor/inn/en	Meissner, Judith A.; und weitere
Institution	Educational Testing Service, Princeton, NJ.
Titel	Peabody Picture Vocabulary Test; Technical Report 15. Disadvantaged Children and Their First School Experiences. ETS-Head Start Longitudinal Study. Technical Report Series.
Quelle	(1972), (18 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Age Differences; Data Analysis; Developmental Vocabulary; Disadvantaged Youth; Educational Testing; Longitudinal Studies; Measurement Instruments; Pictorial Stimuli; Preschool Tests; Research Reports; Sex Differences; Socioeconomic Status; Tables (Data); Test Results; Vocabulary Development; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Auswertung; Benachteiligter Jugendlicher; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fantasieanregung; Research report; Forschungsbericht; Sex difference; Geschlechtsunterschied; Socio-economic status; Sozioökonomischer Status; Tabelle; Wortschatzarbeit
Abstract	The Peabody Picture Vocabulary Test is well known and widely used in testing the verbal ability of young children. In the longitudinal study, the standard Peabody test booklet was used in Year 1. In Year 2, a special ETS adaptation of the first 60 items was used, in which there were redrawings of a number of the human pictures to present black children and adults in a variety of roles. Race depicted and item choice were counterbalanced, as was portrayal in positive and negative roles. The test was presented in two ways to the longitudinal study sample: (1) Form A was administered in the standard way in both Years 1 and 2 to obtain an estimate of receptive vocabulary; and (2) Form B was administered in a modified form in both years in order to obtain an estimate of productive vocabulary. A total score consisting of one point for each correct item was calculated for each subject for Form A in both years and for Form B in Year 1. In Year 2, a modified scoring system was devised for Form B so that children received some credit for vague or partially correct responses. In addition to the total score, subscores were obtained based on the percentage of verbs and nouns correctly identified out of those attempted. Separate ANOVAS were performed on the Year 1 and Year 2 data. Results showed highly significant SES differences on both forms in both years. There was a lack of stable sex differences. Within each of the two years, a developmental age trend was definitely apparent. Sic tables provide the study data. (For related documents, see TM 003 174-188, 190-198.) (DB)
Anmerkungen	Not available separately; see TM 003 174
Erfasst von	ERIC (Education Resources Information Center), Washington, DC