Report  |   April 2006
Performance of African American Preschool and Kindergarten Students on the Expressive Vocabulary Test
Author Notes
  • Contact author: Shurita Thomas-Tate, PhD, Florida State University, Department of Communication Disorders, 307 Regional Rehabilitation Center, Tallahassee, FL 32306. Email: sthomast@fsu.edu
Special Populations / Cultural & Linguistic Diversity / Early Identification & Intervention / School-Based Settings / Language Disorders
Report   |   April 2006
Performance of African American Preschool and Kindergarten Students on the Expressive Vocabulary Test
Language, Speech, and Hearing Services in Schools April 2006, Vol.37, 143-149. doi:10.1044/0161-1461(2006/016)
History: Accepted 28 Nov 2005 , Received 11 Mar 2004
Language, Speech, and Hearing Services in Schools April 2006, Vol.37, 143-149. doi:10.1044/0161-1461(2006/016)
History: Accepted 28 Nov 2005 , Received 11 Mar 2004

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.

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