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Assessment of Preschool Vocabulary

Title: Assessment of Preschool Vocabulary: Expressive and Receptive Knowledge of Word Meanings.
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Name(s): Vinco, Megan H., author
Lonigan, Christopher J., professor directing thesis
Kistner, Janet A., committee member
Wagner, Richard K., committee member
Department of Psychology, degree granting department
Florida State University, degree granting institution
Type of Resource: text
Genre: Text
Issuance: monographic
Date Issued: 2013
Publisher: Florida State University
Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: Vocabulary knowledge is a critical aspect to an individual's ability to read, communicate, and acquire new knowledge. Deficits in vocabulary knowledge, which may appear as early as one year of age, are long-lasting and are associated with a number of negative academic outcomes (e.g., Biemiller & Slonim, 2001; Beitchman, Jiang, Koyama, Johnson, Escobar, Atkinson, Brownlie, & Vida, 2008.; Pearson, Hiebert, & Kamil, 2007). Understanding the developmental trajectory of vocabulary acquisition may permit early, targeted intervention to reduce or prevent costly vocabulary deficits. Current work on vocabulary acquisition calls for better understanding of what words children know, when children will learn certain words, and how well those words will be known. Biemiller and Slonim's work (2001) laid promising groundwork for answering such question in their examination of root word vocabulary knowledge and the evidence for sequential order in word acquisition in children grades K-6. The current study sought to explore the depth and breadth of preschool vocabulary knowledge by extending the work of Biemiller and Slonim to a non-reading preschool sample. Preschool children ages 3-5 were evaluated using the newly developed Preschool Assessment of Vocabulary: Expressive and Receptive (PAVER); this measure is unique in that it tests the same vocabulary word in both the expressive and receptive format. The findings of the study indicate that expressive and receptive approaches to vocabulary assessment are not interchangeable; both approaches were significantly associated with children's emergent literacy skill.
Identifier: FSU_migr_etd-8652 (IID)
Submitted Note: A Thesis submitted to the Department of Psychology in partial fulfillment of the requirements for the degree of Master of Science.
Degree Awarded: Fall Semester, 2013.
Date of Defense: August 6, 2013.
Keywords: Child Development, Emergent Literacy, Language Assessment, Vocabulary
Bibliography Note: Includes bibliographical references.
Advisory Committee: Christopher J. Lonigan, Professor Directing Thesis; Janet A. Kistner, Committee Member; Richard K. Wagner, Committee Member.
Subject(s): Psychology
Neurosciences
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_migr_etd-8652
Use and Reproduction: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them.
Host Institution: FSU

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Vinco, M. H. (2013). Assessment of Preschool Vocabulary: Expressive and Receptive Knowledge of Word Meanings. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-8652