This proposal for Reading First funding includes the use of the Peabody Picture
Vocabulary Test-III (PPVT-III) and the Expressive Vocabulary Test (EVT). These
individually administered, diagnostic vocabulary assessments have a proven record
of accuracy with the Reading First target grade levels K-3. Based on scientific
research and tested with years of actual use, both tests provide a solid benchmark
of expressive and receptive vocabulary, a key factor in reading readiness and
literacy success.
The PPVT-III has been widely used as the "gold standard" of scientifically based receptive vocabulary measurement internationally for many years. The most recent normative data set, completed in 1996, is based on a national sample of 2,725 individuals from ages 2 years, 6 months through aged 90 and above. A demographic distribution based on Bureau of Census statistics for sex, race/ethnicity, geographic region, parental education, and educational placement was established, ensuring a nationally representative sample.
Beyond the rigorous reliability and validity research done during the initial development process and the normative update, the validation of the PPVT-III has been well-documented in the Technical References to the PPVT-III, also published by AGS Publishing. The manual provides in-depth data on its theory, content and interpretation, test construction design, and experimental methodology. The PPVT-III meets and exceeds the definition of "sufficient statistical rigor" required for instruments used under Reading First.
The PPVT-III includes two psychometrically parallel forms to allow for accurate retest information. Combining the results of both forms provides an even more comprehensive assessment. It helps identify a child's specific strengths and weaknesses in oral vocabulary skills, which are paramount to supporting the Fluency and Vocabulary components under Reading First criteria. The PPVT-III includes important, useful, and difficult words, as well as multiple-meaning words, base/root words, and different word forms. With respect to fluency, the PPVT-III measures this vocabulary knowledge; the higher the vocabulary knowledge, the increase in reading fluency.
The EVT measures expressive vocabulary knowledge and was designed as a companion tool to the PPVT-III. It was conormed with the PPVT-III, which provides the ability to directly compare receptive and expressive vocabulary scores for each student. The items on the EVT include labeling and synonym items, and its scientific base is equal to the PPVT-III, also allowing a range of normative scores, including age-equivalent scores. For all the content reasons listed on the PPVT-III above, the EVT also matches directly with the goals for the Fluency and Vocabulary sections of Reading First.
As two rigorously scientific, individually administered, vocabulary assessments, the PPVT-III/EVT solution is ideally suited to assist in establishing a research-based reading program in our state.
3. PPVT-III Bibliography
Beyond the rigorous reliability and validity research done during the initial development process and the normative update, the validation of the PPVT-III has been documented in the PPVT-III Bibliography
4. Assessment Committee Summary & Analysis of the PPVT-III by the Institute for the Development of Educational Achievement
The Assessment Committee final reports listed below were designed to provide State educational agencies and local educational agencies assistance on the selection and use of reading assessment instruments for kindergarten through grade 3. For more information, please visit the Institute for the Development of Educational Achievement (IDEA) web site.
