An Analysis of Differential Response Patterns on the Peabody Picture Vocabulary Test-IIIB in Struggling Adult Readers and Third-Grade Children

Autor/inn/en	Pae, Hye K.; Greenberg, Daphne; Williams, Rihana S.
Titel	An Analysis of Differential Response Patterns on the Peabody Picture Vocabulary Test-IIIB in Struggling Adult Readers and Third-Grade Children
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 25 (2012) 6, S.1239-1258 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-011-9315-x
Schlagwörter	Reading Difficulties; Semantics; Adult Learning; Adult Students; Word Frequency; Adults; Grade 3; Elementary School Students; Comparative Analysis; Vocabulary; Adult Education; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Semantik; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Word analysis; Frequency; Wortanalyse; Häufigkeit; School year 03; 3. Schuljahr; Schuljahr 03; Wortschatz; Education; Adult basic education
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10