An analysis of differential response patterns on the Peabody Picture Vocabulary Test-IIIB in struggling adult readers and third-grade children
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.Get Access
This study examines the Peabody Picture Vocabulary Test-IIIB (PPVT-IIIB) performance of 130 adults identified as struggling readers, in comparison to 175 third-grade children. Response patterns to the items on the PPVT-IIIB by these two groups were investigated, focusing on items, semantic categories, and lexical features, including word length, word class, and word frequency. The score distributional properties of the two groups were different, but there were similarities and differences found in different response patterns. Analyses of word length, word class, and word frequency in the two groups’ performance resulted in counterintuitive findings for the adult participants. The struggling adult learners’ vocabulary repertoire might have been shaped by their real-life experiences rather than formal schooling. Implications and future research directions are discussed.
- Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
- Anderson, P., & Freebody, R. C. (1983). Reading comprehension and the assessment and acquisition of word knowledge. Advances in Reading/Language Research, 2, 231–256.
- Anderson, R. C., & Nagy, W. E. (1992). The vocabulary conundrum. American Educator, 16(14–18), 44–47.
- Bates, E., Bretherton, I., & Synder, L. (1988). From first words to grammar: Individual differences and dissociable mechanisms. New York, NY: Cambridge University Press.
- Beck, I. L., & McKeown, M. G. (1983). Learning words well—A program to enhance vocabulary and comprehension. The Reading Teacher, 36, 622–625.
- Beck, I. L., & McKeown, M. G. (1991). Conditions of vocabulary acquisition. In R. Barr, M. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 789–814). New York: Longman.
- Biemiller, A. (2001). Teaching vocabulary: Early, direct and sequential. American Educator, 25, 24–28. Washington, DC: American Federation of Teachers.
- Biemiller, A., & Slonim, N. (2001). Estimating root word vocabulary growth in normative and advantaged populations: Evidence for a common sequence of vocabulary acquisition. Journal of Educational Psychology, 93(3), 498–520. CrossRef
- Bolger, D. J., Balass, M., Landen, E., & Perfetti, C. A. (2008). Contextual variation and definitions in learning the meanings of words. Discourse Processes, 45, 122–159. CrossRef
- Choi, S., & Gopnik, A. (1995). Early acquisition of verbs in Korean: A cross-linguistic study. Journal of Child Language, 22, 497–529. CrossRef
- Dale, E., & O’Rourke, J. (1986). Vocabulary building: A process approach. Columbus, OH: Zaner-Bloser.
- Davies, M. (2009). The corpus of contemporary American English (COCA). Retrieved from http://www.americancorpus.org/.
- Dunn, L. M., & Dunn, L. M. (1997). Peabody picture vocabulary test (3rd ed.). Circle Pines, MN: American Guidance Service.
- Edit Central. (2009). Edit central. Retrieved from http://www.editcentral.com/gwt/com.editcentral.EC/EC.html.
- Gentner, D. (1982). Why nouns are learned before verbs: Linguistic relativity versus natural partitioning. In S. Kuczaj II (Ed.), Language development, vol. 2: Language, thought and culture (pp. 301–334). Hilsdale, NJ: Lawrence Erlbaum Associates.
- Golinkoff, R., & Hirsh-Pasek, K. (2008). How toddlers learn verbs. Trends in Cognitive Science, 12, 397–403. CrossRef
- Grabe, W. (2004). Research on teaching reading. Annual Review of Applied Linguistics, 24, 44–69. CrossRef
- Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H. Brookes Publishing.
- Hirsch, D., & Nation, P. (1992). What vocabulary size is needed to read unsimplified texts for pleasure? Reading in a Foreign Language, 8, 689–696.
- Kamil, M. L., & Hiebert, E. H. (2005). The teaching and learning of vocabulary: Perspectives and persistent issues. In E. H. Hiebert & M. Kamil (Eds.), Teaching and learning vocabulary: Bringing scientific research to practice (pp. 1–26). Mahwah, NJ: Erlbaum.
- Kintsch, W. (1994). Text comprehension, memory, and learning. American Psychologist, 49, 294–303. CrossRef
- Lee, J. (2011). Size matters: Early vocabulary as a predictor of language and literacy competence. Applied Psycholinguistics, 32(1), 69–92. CrossRef
- Leopold, E. (1998). Frequency spectra within word-length classes. Journal of Quantitative Linguistics, 5, 224–231. CrossRef
- Lucariello, J., Kyratzis, A., & Nelson, K. (1992). Taxonomic knowledge: What kind and when? Child Development, 63, 978–998. CrossRef
- Manly, J., Byrd, D., Touradji, P., Sanchez, D., & Stern, Y. (2004). Literacy and cognitive change among ethnically diverse elders. International Journal of Psychology, 39, 47–60. CrossRef
- 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. CrossRef
- Monsell, S. (1991). The nature and locus of word frequency effects. In D. Besner & G. W. Humphreys (Eds.), Basic processes in reading: Visual word recognition (pp. 148–197). Hillsdale, NJ: Erlbaum.
- Nagy, W. E., Anderson, R. C., & Herman, P. A. (1987). Learning word meanings from context during normal reading. American Educational Research Journal, 24, 237–270.
- Nagy, W. E., & Herman, P. A. (1987). Breadth and depth of vocabulary knowledge: Implications for acquisition and instruction. In M. McKeown & M. Curtis (Eds.), The nature of vocabulary acquisition (pp. 19–35). Hillsdale, NJ: Erlbaum Associates.
- Nagy, W. E., & Scott, J. A. (2000). Vocabulary processes. In M. L. Kamil, P. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 269–284). Mahwah, NJ: Erlbaum.
- National Reading Panel (NRP)-Report of the subgroups. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development (NIH pub. No. 004754).
- Nelson, K., & Nelson, A. P. (1990). Category production in response to script and category cues by Kindergarten and second grade children. Journal of Applied Developmental Psychology, 11, 431–446. CrossRef
- Oakland, T., De Mesquita, P., & Buckley, K. (1988). Psychological, linguistic, and sociocultural correlates of reading among Mexican American elementary students. School Psychology International, 9, 219–228. CrossRef
- Pearson, P. D., Hiebert, E. H., & Kamil, M. L. (2007). Vocabulary assessment: What we know and what we need to learn. Reading Research Quarterly, 42(2), 282–296. CrossRef
- Pinker, S. (1987). Words and rules: The ingredients of language. New York, NY: HarperCollins Publishers.
- Riva, D., Nichelli, F., & Devoti, M. (2000). Developmental aspects of verbal fluency and confrontation naming in children. Brain and Language, 71(2), 267–284. CrossRef
- Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934–947. CrossRef
- Tannenbaum, K. R., Torgesen, J. K., & Wagner, R. K. (2006). Relationships between word knowledge, and reading comprehension in third-grade children. Scientific Studies of Reading, 10, 381–398. CrossRef
- Tardif, T. (1996). Nouns are not always learned before verbs: Evidence from Mandarin speakers’ early vocabularies. Developmental Psychology, 32, 492–504. CrossRef
- Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock-Johnson III tests of achievement. Itasca, IL: Riverside Publishing.
- An analysis of differential response patterns on the Peabody Picture Vocabulary Test-IIIB in struggling adult readers and third-grade children
Reading and Writing
Volume 25, Issue 6 , pp 1239-1258
- Cover Date
- Print ISSN
- Online ISSN
- Springer Netherlands
- Additional Links
- Receptive vocabulary
- Differential response patterns
- Semantic referents and categories
- Lexical characteristics