Areti Okalidou1, Asimina Syrika, Mary E Beckman, Jan R Edwards. 1. Department of Educational and Social Policy, University of Macedonia, Salonika, Greece Waisman Center, Department of Communicative Disorders, University of Wisconsin-Madison, Madison, WI, USA. okalidou@uom.gr
Abstract
BACKGROUND: Receptive vocabulary is an important measure for language evaluations. Therefore, norm-referenced receptive vocabulary tests are widely used in several languages. However, a receptive vocabulary test has not yet been normed for Modern Greek. AIMS: To adapt an American English vocabulary test, the Receptive One-Word Picture Vocabulary Test-II (ROWPVT-II), for Modern Greek for use with Greek-speaking preschool children. METHODS & PROCEDURES: The list of 170 English words on ROWPVT-II was adapted by (1) developing two lists (A and B) of Greek words that would match either the target English word or another concept corresponding to one of the pictured objects in the four-picture array; and (2) determining a developmental order for the chosen Greek words for preschool-aged children. For the first task, adult word frequency measures were used to select the words for the Greek wordlist. For the second task, 427 children, 225 boys and 202 girls, ranging in age from 2;0 years to 5;11 years, were recruited from urban and suburban areas of Greece. A pilot study of the two word lists was performed with the aim of comparing an equal number of list A and list B responses for each age group and deriving a new developmental list order. OUTCOMES & RESULTS: The relative difficulty of each Greek word item, that is, its accuracy score, was calculated by taking the average proportion of correct responses across ages for that word. Subsequently, the word accuracy scores in the two lists were compared via regression analysis, which yielded a highly significant relationship (R(2) = 0.97; p < 0.0001) and a few outlier pairs (via residuals). Further analysis used the original relative ranking order along with the derived ranking order from the average accuracy scores of the two lists in order to determine which word item from the two lists was a better fit. Finally, new starting levels (basals) were established for preschool ages. CONCLUSIONS & IMPLICATIONS: The revised word list can serve as the basis for adapting a receptive vocabulary test for Greek preschool-aged children. Further steps need to be taken when testing larger numbers of 2;0 to 5;11-year-old children on the revised word list for determination of norms. This effort will facilitate early identification and remediation of language disorders in Modern Greek-speaking children.
BACKGROUND: Receptive vocabulary is an important measure for language evaluations. Therefore, norm-referenced receptive vocabulary tests are widely used in several languages. However, a receptive vocabulary test has not yet been normed for Modern Greek. AIMS: To adapt an American English vocabulary test, the Receptive One-Word Picture Vocabulary Test-II (ROWPVT-II), for Modern Greek for use with Greek-speaking preschool children. METHODS & PROCEDURES: The list of 170 English words on ROWPVT-II was adapted by (1) developing two lists (A and B) of Greek words that would match either the target English word or another concept corresponding to one of the pictured objects in the four-picture array; and (2) determining a developmental order for the chosen Greek words for preschool-aged children. For the first task, adult word frequency measures were used to select the words for the Greek wordlist. For the second task, 427 children, 225 boys and 202 girls, ranging in age from 2;0 years to 5;11 years, were recruited from urban and suburban areas of Greece. A pilot study of the two word lists was performed with the aim of comparing an equal number of list A and list B responses for each age group and deriving a new developmental list order. OUTCOMES & RESULTS: The relative difficulty of each Greek word item, that is, its accuracy score, was calculated by taking the average proportion of correct responses across ages for that word. Subsequently, the word accuracy scores in the two lists were compared via regression analysis, which yielded a highly significant relationship (R(2) = 0.97; p < 0.0001) and a few outlier pairs (via residuals). Further analysis used the original relative ranking order along with the derived ranking order from the average accuracy scores of the two lists in order to determine which word item from the two lists was a better fit. Finally, new starting levels (basals) were established for preschool ages. CONCLUSIONS & IMPLICATIONS: The revised word list can serve as the basis for adapting a receptive vocabulary test for Greek preschool-aged children. Further steps need to be taken when testing larger numbers of 2;0 to 5;11-year-old children on the revised word list for determination of norms. This effort will facilitate early identification and remediation of language disorders in Modern Greek-speaking children.
Authors: Frank R Vellutino; Jack M Fletcher; Margaret J Snowling; Donna M Scanlon Journal: J Child Psychol Psychiatry Date: 2004-01 Impact factor: 8.982