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Peabody Picture Vocabulary, Third Edition
 

Peabody Picture Vocabulary, Third Edition

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Description of the Peabody Picture Vocabulary Assessment, Third Edition

Description of the Peabody Picture Vocabulary Assessment, Third Edition

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    Peabody Picture Vocabulary, Third Edition Peabody Picture Vocabulary, Third Edition Presentation Transcript

    • Daniel Marx, Betty Kiesling, and Daphne Francois
    •  Author: Lloyd M. Dunn, Leota M. Dunn, and Douglas M. Dunn, in collaboration with Kathleen T. Williams Publisher: American Guidance Services, Inc. Address of Publisher: 4201 Woodland Road Circle Pines, MN 55014-1796 Phone Number of Publisher: 1-800-328-2560
    • Purpose of Test: The test isdesigned to measure verbaland receptive language andability in Standard AmericanEnglish.
    • • The PPVT-III • A vocabulary test standardized used to assess vocabulary skills,• individually- single word lexical administered knowledge and• un-timed receptive language• norm-referenced skills in children and adults from 2.5 years• wide-range of age to 90+ years old.
    •  Thetest materials consist of the PPVT-III Record Booklets A and B, examiner’s manual, norms booklet, grade-based norms booklet, technical manual, PPVT-III form B and form A, PPVT-III-A easel and PPVT-III-B easel
    •  Type of Test: Standardized; norm-referenced Administration Time: 11-15 minutes (12 minutes preferred) for individual administration Type of Administration: Individual Who Administers This Test: Psychologist, special educators, speech and language therapists, general education teacher Age/Grade Levels: Ages 2.5-90+
    • SubtestInformation:There are no subtests forthe PPVT-III
    •  Scoring Information: Scores are presented in the following manners: Age levels Standard scores-range- 40-160  converted from raw scores and are based on the examinee’s chronological age in years and months.  To convert a raw score to a standard score, use Table 1 in the Norms Booklet  Locate the examinees raw score in the table then scroll across to see corresponding equivalent standard score. Then transfer the score to the correct indicated space on the Performance Record.
    •  PercentileRank-converted from the standard scores using Table 2 in the Norms Booklet Thefirst column lists standard score. To obtain the percentile rank that corresponds with the standard score, read across the next three columns to find the appropriate score. Recordthis value in the designated space in the Record of Scores box on the front page of the Performance Record. Normal Curve Equivalent – Follow the same steps as for percentile rank.
    •  The age equivalent is converted from the raw score using Table 3 in the Norms Booklet for Form IIIA and Table 4 for Form IIIB. Locate the examinee’s raw score in the left column and then read across to the next column, which will give the age equivalent for that raw score in years and months. Record this value in the appropriate space in the Record Scores box on the front of the Performance Record
    •  Stanine– Use the same procedure as for the percentile rank and normal curve equivalent Deviation-typenorm – Used to verify that the percentile rank, normal curve equivalent, and stanine are approximately correct.
    •  Strengths of the PPVT-III Untimed if needed. Used with children and adults with physical and speech/language impairments Non-verbal responses are acceptable Easy to administer and score Testing instructions are easy to follow Strong reliability and validity
    •  Weaknesses of the PPVT-III Not recommended to be used with children and adults from low socio-economic statuses Construct validity still under investigation Results are not valid for examinees who are English language learners and examinees with severe visual impairments
    •  Receptive Vocabulary- The body of words that a person recognizes and understands well enough to comprehend them when read or heard. Also known as the listening vocabulary, it contains the productive, or expressive vocabulary. Receptive Language Disorder - Receptive language disorder is a type of learning disability affecting the ability to understand spoken, and sometimes written, language. Students with receptive language disorders often have difficulty with speech and organizing their thoughts, which creates problems in communicating verbally with others and in organizing their thoughts on paper.
    •  Lexical-  Lexicalwords- 1. Of or relating nouns referring to to the vocabulary, things words, or morphemes of a language. 2. Of or relating to lexicography or a lexicon.
    •  Linguistics-The study of the nature, structure, and variation of language, including phonetics, phonology, morphology, syntax, semantics, sociolinguistics, and pragmatics. Pragmatics- The branch of semiotics that deals with the relationship between signs, especially words and other elements of language, and their users.
    •  Expressive Vocabulary- The words whose meanings are known well enough to an individual that he or she would feel comfortable using them while writing or speaking. A persons expressive vocabulary is generally smaller than the receptive, or listening vocabulary, which includes words whose meanings may be only partially understood.
    •  OralLanguage- Spoken aspect of language that can be heard, interpreted, and understood (Note: Do not confuse with the behavioral concept of "Speech Communication").
    •  It is estimated that  Not seeming to listen when between three and five they are spoken to; percent of children have a  Lack of interest when story receptive or expressive books are read to them; language disorder, or a  Inability to understand mixture of both, and complicated sentences; there is no standard set of  Inability to follow verbal symptoms that indicates instructions; receptive language  Parroting words or phrases disorder, since it varies (echolalia); from one child to the next. However, symptoms may include:
    •  Language skills below the expected level for their age; Sometimes, inability too understand written language Difficulty with the speech Inability to organize their thoughts which creates problems in communicating verbally with others; Difficulty organizing their thoughts on paper; May present difficulty understanding spoken language
    •  Dunn, L.M., Dunn, L.M., & Dunn, D.M. (1997). Peabody Picture Vocabulary Test, Third, Edition. MN: American Guidance Service, Inc. Schwartz , T. (2006). Glossary of education. Retrieved from http://www.education.com/definition/receptive- vocabulary State Government of Victoria, (2010). Receptive language disorder. Retrieved from http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.ns f/pages/receptive_language_disorder