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Revista Psicopedagogia

versão impressa ISSN 0103-8486


FERRACINI, Fernanda; CAPOVILLA, Alessandra Gotuzo Seabra; DIAS, Natália Martins  e  CAPOVILLA, Fernando César. Expressive and receptive vocabulary assessment in preschool. Rev. psicopedag. [online]. 2006, vol.23, n.71, pp. 124-133. ISSN 0103-8486.

Problems with speech development may indicate the existence of specific language disorders, such as dysphasia and dyslexia, or an increased risk of presenting them. When speech development problems are detected at an early age, specific therapeutic procedures may be applied in order to prevent the occurrence of those disorders or at least to reduce the severity of their symptoms. The efficacy of early detection may be increased by the use of standardized instruments to assess different components of speech development, such as receptive vocabulary and expressive vocabulary. Participated in the present study 122 children, from 3 to 5 years of age. Receptive vocabulary (evaluated via Peabody Picture Vocabulary Test - PPVT) and expressive vocabulary (assessed via Rescorla's Language Development Survey - LDS) were analyzed as a function of age, having intelligence level as covariant (assessed via Columbia Mental Maturity Scale). Based on Cronbach's alpha and Spearman-Brown's split-half method, results indicated that PPVT and LDS are precise tests. ANOVAs revealed significant increases in both PPVT scores and LDS scores with age. ANCOVAs having intelligence level as covariant revealed significant increase of PPVT scores, but not of LDS scores, due to the occurrence of ceiling effect. Such results suggest that PPVT is adequate to assess receptive vocabulary of 3 to 5 year old children, whereas the adequacy of LDS seems to be more restrict to an earlier age range.

Palavras-chave : Vocabulary; Language tests; Language; Child, preschool; Pré-escolar.

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