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Language, Speech, and Hearing Services in Schools Vol.37 143-149 April 2006. doi:10.1044/0161-1461(2006/016)
© American Speech-Language-Hearing Association
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Report

Performance of African American Preschool and Kindergarten Students on the Expressive Vocabulary Test

Shurita Thomas-Tate
Florida State University, Tallahassee

Julie Washington
Wayne State University, Detroit, MI

Holly Craig
University of Michigan, Ann Arbor

Mary Packard
Wayne State University, Detroit, MI

Contact author: Shurita Thomas-Tate, PhD, Florida State University, Department of Communication Disorders, 307 Regional Rehabilitation Center, Tallahassee, FL 32306. Email: sthomast{at}fsu.edu

PURPOSE: To examine the validity of the Expressive Vocabulary Test (EVT; K. Williams, 1997) for assessing the expressive vocabulary skills of African American students.

METHOD/RESULTS: One hundred sixty-five African American preschool and kindergarten students were administered the EVT. The mean EVT score for these African American students was 96.44 (SD = 11.42), which is not appreciably lower than the standardized mean of 100 (SD = 15).

CLINICAL IMPLICATIONS: Scores were normally distributed, indicating that the EVT is culturally fair and appropriate for use with some African American preschool and kindergarten children as part of an early screening battery. The importance of culturally fair vocabulary measures is discussed relative to this population.

KEY WORDS: vocabulary, African American students, assessment, validity




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R. Horton-Ikard and S. Ellis Weismer
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[Abstract] [Full Text] [PDF]


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