An analysis of differential response patterns on the Peabody Picture Vocabulary Test-IIIB in struggling adult readers and third-grade children

An analysis of differential response patterns on the Peabody Picture Vocabulary Test-IIIB in... 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

An analysis of differential response patterns on the Peabody Picture Vocabulary Test-IIIB in struggling adult readers and third-grade children

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Publisher
Springer Netherlands
Copyright
Copyright © 2011 by Springer Science+Business Media B.V.
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-011-9315-x
Publisher site
See Article on Publisher Site

Abstract

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.

Journal

Reading and WritingSpringer Journals

Published: Apr 19, 2011

References

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