Word Picture Vocabulary Test Research Articles

The Expressive and the Receptive One Word Picture Vocabulary test (EOWPVT & ROWPVT). (A combine pilot study and validation of the tests' in normal Greek population - aged from 15 years till 15 years and 11 months)

The Expressive and the Receptive One Word Picture Vocabulary test (EOWPVT & ROWPVT). (A combine pilot study and validation of the tests’ in normal Greek population aged from 15 years till 15 years and 11 months) Dionisios Tafiadis, Euaggelia Bogindrouka, Kaliopi Kentioglou, Maria Tafiadi From 1 International Congress on Neurobiology and Clinical Psychopharmacology and European Psychiatric Association Conference on Treatment Guidance Thessaloniki, Greece. 19-22 November 2009

The Expressive and the Receptive One Word Picture Vocabulary Test (EOWPVT & ROWPVT). (A combine pilot study in Greek school aged children & data for expressive and receptive language for this population)

The Expressive and the Receptive One Word Picture Vocabulary Test (EOWPVT & ROWPVT). (A combine pilot study in Greek school aged children & data for expressive and receptive language for this population)

The Expressive and the Receptive One Word Picture Vocabulary Test (EOWPVT & ROWPVT). (A combine pilot study in High School aged children & data for expressive and receptive language for this population)

The Expressive and the Receptive One Word Picture Vocabulary Test (EOWPVT & ROWPVT). (A combine pilot study in High School aged children & data for expressive and receptive language for this population)

Global developmental delay and its relationship to cognitive skills

Global developmental delay and its relationship to cognitive skills

Global developmental delay and its relationship to cognitive skills

Global developmental delay (GDD) is defined as evidence of significant delays in two or more developmental domains. Our study determined the cognitive skills of a cohort of young children with GDD. A retrospective chart review of all children diagnosed with GDD within a single developmental clinic was carried out. Scores on fine motor (Peabody Developmental Motor Scale 2), expressive language (Expressive One Word Picture Vocabulary Test) and receptive language (Reynell Developmental Language Scales or Clinical Evaluation of Language Fundamentals - Preschool 2) testing, and cognitive performance (Wechsler Preschool and Primary Scale of Intelligence, Third Edition) were obtained. A multiple regression analysis was performed and correlations obtained. Results from a total of 93 patients (86 males, seven females) were retained for analysis. Mean age was 3 years 8 months (SD 10mo, range 2.5-4.75y). Cognitive scores were widely distributed, with 73% of participants displaying a global IQ score of 70 or more, despite concurrent global delay. Significant correlation was present for fine motor and expressive language scores, when isolated and compared with cognitive performance (p values of 0.04 and 0.05 respectively). The conclusion was made that an initial diagnosis of GDD is not necessarily associated with objective cognitive impairment.

Pleiotropic Effects of a Chromosome 3 Locus on Speech-Sound Disorder and Reading

Speech-sound disorder (SSD) is a complex behavioral disorder characterized by speech-sound production errors associated with deficits in articulation, phonological processes, and cognitive linguistic processes. SSD is prevalent in childhood and is comorbid with disorders of language, spelling, and reading disability, or dyslexia. Previous research suggests that developmental problems in domains associated with speech and language acquisition place a child at risk for dyslexia. Recent genetic studies have identified several candidate regions for dyslexia, including one on chromosome 3 segregating in a large Finnish pedigree. To explore common genetic influences on SSD and reading, we examined linkage for several quantitative traits to markers in the pericentrometric region of chromosome 3 in 77 families ascertained through a child with SSD. The quantitative scores measured several processes underlying speech-sound production, including phonological memory, phonological representation, articulation, receptive and expressive vocabulary, and reading decoding and comprehension skills. Model-free linkage analysis was followed by identification of sib pairs with linkage and construction of core shared haplotypes. In our multipoint analyses, measures of phonological memory demonstrated the strongest linkage (marker D3S2465, P=5.6 x 10(-5), and marker D3S3716, P=6.8 x 10(-4)). Tests for single-word decoding also demonstrated linkage (real word reading: marker D3S2465, P=.004; nonsense word reading: marker D3S1595, P=.005). The minimum shared haplotype in sib pairs with similar trait values spans 4.9 cM and is bounded by markers D3S3049 and D3S3045. Our results suggest that domains common to SSD and dyslexia are pleiotropically influenced by a putative quantitative trait locus on chromosome 3.

Correlations among Wisc—R IQs and Several Measures of Receptive and Expressive Language for Children Referred for Special Education

For 42 children from rural north central Kansas school districts (27 boys, 15 girls) who were referred for Special Education testing, the WISC-R IQs (Full Scale, Verbal, and Performance), the means on the Expressive One Word Picture Vocabulary Test, the Peabody Picture Vocabulary Test--Revised, and the Test of Language Development were recorded from the children's files. No sex differences on any variable were noted; all variables correlated (Pearson) significantly but varied in magnitude. This group of tests, being intercorrelated, can be used to collect information on children's academic, speech, and language abilities. Valid judgments can be made regarding children's academic abilities for school when multiple tests are administered by professional staff.

Prediction of Wechsler Preschool and Primary Scale of Intelligence IQ scores for preschool children using the Peabody Picture Vocabulary Test-R and the Expressive One Word Picture Vocabulary Test

As part of a comprehensive preschool screening program, the Wechsler Preschool and Primary Scale of Intelligence, Peabody Picture Vocabulary Test-R, and the Expressive One Word Picture Vocabulary Test were administered to 51 young children, who varied in age form 45 to 76 months (M = 57.5, SD = 4.9). The sample consisted of 21 females and 30 males, of whom 80% were White, 18% Black, and 2% Native Americans. Stepwise regression was used with the WPPSI Verbal, Performance, and Full Scale IQs as criterion variables (dependent variables) and the PPVT-R and EOWPVT as the predictor (independent variables). The stepwise regression technique was helpful in identifying the specific combination of independent variables that could best be used to predict WPPSI scores. Results indicated that the PPVT-R and QT can be used successfully as predictors of the WPPSI IQs for young preschool children. Implications and limitations for the use of regression equations by clinicians are discussed.