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ERIC Number: EJ1262666
Record Type: Journal
Publication Date: 2020
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1040-9289
Just Ask Me Again: An Analysis of Receptive Vocabulary Performance of Children from Low-Income Environments
Mason, Rihana S.; Bass, Lori A.
Early Education and Development, v31 n6 p910-926 2020
Research Findings Research suggests children from low-income environments have vocabularies that differ from those of their higher-income peers. They may have basic knowledge of many words of which children from higher income environments have acquired sub- or supra-ordinate knowledge. This study sought to determine if children from low-income environments frequently missed certain items on a standardized vocabulary measure and to investigate their response patterns on an experimenter-created assessment. In Experiment 1, response patterns of children from low-income environments on a standardized vocabulary test were analyzed to determine frequently missed items. In Experiment 2, a separate cohort of children from low-income environments was administered an experimenter-created protocol that included adapted testing formats which receptively and expressively tested frequently missed items and associated foils. Participants were able to demonstrate basic knowledge of many of the frequently missed items under at least one of the adapted testing formats. Practice or Policy: Results from both experiments provide insight into which vocabulary items were frequently missed and possible strategies children from low-income environments used to respond to them. Suggestions for further research into the use of the adapted testing formats with children from low-income environments are provided.
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test; Clinical Evaluation of Language Fundamentals
Grant or Contract Numbers: N/A