evaluation focus
Receptive (hearing) Vocabulary Acquisitionapplicable ages
Grades: K-12; 30+ months; 2.5+ yearsavailable language(s)
Englishavailability
Must be purchasedadditional materials
PPVT – SummaryPPVT – Brochure
PPVT – Brochure 2
PPVT – Infographic
PPVT – Infographic 2
PPVT – Technical Report
PPVT – Technical Specifications
PPVT – Version Comparison
PPVT – Bibliography
summary
The Peabody Picture Vocabulary Test (PPVT™) is an instrument that can be used to measure receptive (hearing) vocabulary acquisition in Standard American English of children and adults. The PPVT-4 has a variety of uses, including aiding in the monitoring language development, identifying potential delays or impairments, and informing intervention if needed.
The examinee’s understanding of spoken words, including a variety of content areas and parts of speech, is used to assess the examinee’s vocabulary acquisition. For a comprehensive assessment of English-speaking vocabulary, this tool can be used in conjunction with the Expressive Vocabulary Test (EVT), a measure of expressive vocabulary.
Items Derived from 20 Categories, Including:
- Content: ie actions, vegetables, tools
- Parts of Speech: ie nouns, verbs, attributes
Administration Format: examiner says a word, presents a form with four colored picture response options, and examinee responds by selecting the picture that matches the word’s meaning.
Administration Time: ~10-15 minutes
Reliability (Technical Specifications, Pearson Assessments: Resources):
-
- Internal Consistency:
-
- Age – Split-Half – Form A: M=0.94
- Age – Split-Half – Form B: M=0.94
- Age – SEM – Form A: 3.6
- Age – SEM – Form B: 3.6
- Grade – Split-Half – Form A: M=0.95
- Grade – Split-Half – Form B: M=0.94
- Grade – SEM – Form A: 3.6
- Grade – SEM – Form B: 3.7
-
- Alternate Form: M=0.89 (by age)
- Test-Retest: M=0.93 (by age)
- Internal Consistency:
Validity (Technical Specifications, Pearson Assessments: Resources):
-
- PPVT–4 Scale With the CASL:
- Ages 3–5 years (N = 68)
- Basic Concepts: r = .50
- Antonyms: r = .41
- Sentence Completion: r = .54
- Ages 8–12 years (N = 62)
- Synonyms: r = .65
- Antonyms: r = .78
- Sentence Completion: r = .63
- Lexical/Semantic Composite: r = .79
- Ages 3–5 years (N = 68)
- PPVT–4 Scale With the CELF-4 Scale:
- Ages 5–8 years (N = 55)
- Core Language: r = .73
- Receptive Language: r = .67
- Expressive Language: r = .72
- Ages 9–12 years (N = 56)
- Core Language: r = .72
- Receptive Language: r = .75
- Expressive Language: r = .68
- Ages 5–8 years (N = 55)
- PPVT–4 Scale With the GRADE (Total Test score):
- K, Fall (Level P, N = 50): r = .71
- K, Spring (Level K, N = 65): r = .40
- 1 (N = 52): r = .58
- 2 (N = 48): r = .43
- 3 (N = 63): r = .65
- 4 (N = 61): r = .66
- 6 (N = 49): r = .71
- 8 (N = 47): r = .79
- 10–11 (N = 52): r = .59
- PPVT–4 Scale With the PPVT-III Scale (N = 322): Average r = .84
- PPVT–4 Scale With the CASL:
Available for Purchase: https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Academic-Learning/Brief/Peabody-Picture-Vocabulary-Test-%7C-Fourth-Edition/p/100000501.html
supporting literature
Naglieri, J.A., Pfeiffer, S.I. (1983) Stability, Concurrent and Predictive Validity of the PPVT-R. Journal of Clinical Psychology, 39(6), 965-967.PDF: PPVT – 1 – Naglieri 1983
Link: https://pubmed.ncbi.nlm.nih.gov/6662951/
Campbell, J.M., Bell, S.K., Keith, L.K. (2001) Concurrent Validity of the Peabody Picture Vocabulary Test-Third Edition as an Intelligence and Achievement Screener for Low African American Children. Assessment, 8(1), 85-94.
PDF: PPVT – 2 – Campbell 2001
Link: https://journals.sagepub.com/doi/10.1177/107319110100800108?url_ver=Z39.88-2003&rfr_id=ori:rid:crossref.org&rfr_dat=cr_pub%20%200pubmed
Castellino, S.M., Tooze, J.A., Flowers, L., Parsons, S.K. (2013) The Peabody Picture Vocabulary Test as a Pre-Screening Tool for Global Cognitive Functioning in Childhood Brain Tumor Survivors. Journal of Neurooncology, 104(2), 559-563.
PDF: PPVT – 3 – Castellino 2013
Link: https://europepmc.org/article/PMC/3681605
referenced articles
Benefits of Pre-Kindergarten for Children in Baltimore, MDExamining Shared Reading and White Matter Organization in Kindergarten in Relation to Subsequent Language and Reading Abilities: A Longitudinal Investigation
Investigating Parental Beliefs and Home Literacy Environment on Chinese Kindergarteners’ English Literacy and Language Skills
Linking Early Maternal Input During Shared Reading to Later Theory of Mind Through Receptive Language and Executive Function: A Within- and Between-Family Design
RCT of a Reading Aloud Intervention in Brazil: Do Impacts Differ Depending on Parent Literacy?