Language Performance of Low-Income African American and European American Preschool Children on the PPVT-III

Autor/inn/en	Qi, Cathy Huaqing; Kaiser, Ann P.; Milan, Stephanie; Hancock, Terry
Titel	Language Performance of Low-Income African American and European American Preschool Children on the PPVT-III
Quelle	In: Language, Speech, and Hearing Services in Schools, 37 (2006) 1, S.5-16 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Language Proficiency; Economically Disadvantaged; African American Students; Preschool Children; Standard Setting; Correlation; Socioeconomic Status; Language Skills; White Students; Comparative Analysis; Racial Differences; Comparative Testing + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Standardisierung; Korrelation; Socio-economic status; Sozioökonomischer Status; Rassenunterschied
Abstract	Purpose: The performance of low-income African American preschoolers (36 to 52 months old) on the Peabody Picture Vocabulary Test-Third Edition (PPVT-III; L. M. Dunn & L. M. Dunn, 1997) was examined to provide a norm for assessing the performance of this population and to explore the link between socioeconomic status (SES) and language scores on the PPVT-III. Method: Four hundred and eighty-two African American and 52 European American children in a comparison group were individually administered the PPVT-III. Results: On average, African American children performed approximately 1.5 SD below the expected mean based on national norms. Using standard cutoff scores, the PPVT-III identified more children as having language delays than did other measures of language abilities. Socioeconomic factors were related to PPVT-III scores, indicating that the degree of disadvantage within children with low SES was related to language abilities. Maternal education level, marital status, and the number of children in the household were uniquely associated with children's performance on the PPVT-III. Clinical Implications: The importance of supporting language development in preschool children from low-income families is discussed. (Author).
Anmerkungen	American Speech-Language-Hearing Association, 10801 Rockville Pike, Rockville, MD 20852. Tel: 301-897-5700, ext. 4164; Fax: 301-897-7348.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10