Performance of African American Preschool and Kindergarten Students on the Expressive Vocabulary Test 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 ... Report
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
  • © 2006 American Speech-Language-Hearing AssociationAmerican Speech-Language-Hearing Association
Article Information
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: Received March 11, 2004 , Accepted November 28, 2005
 
Language, Speech, and Hearing Services in Schools, April 2006, Vol. 37, 143-149. doi:10.1044/0161-1461(2006/016)
History: Received March 11, 2004; Accepted November 28, 2005

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.

Acknowledgment
This project was supported by Grant 1 R01 DC 04273-04 from the National Institutes of Health, National Institute of Deafness and Other Communication Disorders. Special thanks to the children, administrators, and teachers of the Oak Park and Ann Arbor, Michigan public schools for their cooperation and participation in this investigation and to Connie Thompson, Stephanie Hensel, and Erin Quinn for assistance in preparation of this manuscript.
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