Examining Sociocultural Factors in Assessing Vocabulary Knowledge of Children from Low Socio-Economic Background

Autor/inn/en	Xu, Yaoying; Liu, Lan
Titel	Examining Sociocultural Factors in Assessing Vocabulary Knowledge of Children from Low Socio-Economic Background
Quelle	In: Early Child Development and Care, 191 (2021) 15, S.2396-2406 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1711375
Schlagwörter	Vocabulary Development; Knowledge Level; Preschool Children; African Americans; Low Income Groups; Socioeconomic Background; At Risk Persons; Emergent Literacy; Cultural Context; School Readiness; Preschool Education; Correlation; Program Effectiveness; Standardized Tests; Scores; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Wissensbasis; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Afroamerikaner; Sozioökonomische Lage; Risikogruppe; Frühleseunterricht; Readiness for school; School ability; Schulreife; Korrelation; Standadised tests; Standardisierter Test
Abstract	The purpose of this evaluation study was twofold: to evaluate the overall impact of an intensive early childhood literacy project on children's vocabulary knowledge and to examine the sociocultural context of the vocabulary assessment for the early literacy project. Children's language development and vocabulary knowledge was measured with PPVT-IV and TOPEL at two time points. Significant gains were found in children's print knowledge, but no significant difference was found with the definitional vocabulary and phonological awareness. Deductive content analysis was conducted to examine the sociocultural context of the standardized vocabulary test showing discrepancy between children's responses and standard answers. Results from the current study provide helpful information for researchers to pay closer attention to the cultural and social context beyond the validity and reliability of a standardized assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01