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Students in the intervention group were also administered the ROWPVT and EOWPVT directly before and upon completion of the intervention.
First, three pre post paired sample t-tests were conducted to assess whether the intervention led to statistically significant increases in general language skills (KLST-2), receptive vocabulary (ROWPVT), and expressive vocabulary (EOWPVT) from fall to spring.
We provided specific information about the kinds of, but not exact, words (e.g., sophisticated nouns, verbs, and categorical words) included in standardized assessments of language, such as the EOWPVT or the Peabody Picture Vocabulary Test-III (Dunn & Dunn, 1997).
Therefore, our final goal was to increase the number of children scoring at an age-appropriate level (85-100) on the EOWPVT standardized language measure.
Six typically developing children (4 male, 2 female) matched with the experimental group for expressive language age (as measured by the EOWPVT) served as a normative comparison group.
The procedure, materials format, and response requirements for the RDEPVT were similar to those of the EOWPVT. That is, tests consisted of one plate for each target vocabulary word.
To examine any potential differences between completers and noncompleters on the demographic variables (i.e., age, gender, ethnicity, English learner status, special education status, school district, and intervention group assignment) and the standardized pretest measures (i.e., PPVT-III and EOWPVT), we conducted a series of t tests and chi-square analyses.
Group means and standard deviations for age and PPVT3 and EOWPVT standard scores are presented in Table 1.
(2001) found that the mean scores of nondisabled Puerto Rican preschoolers on the EOWPVT rose from 1 standard deviation below the mean to within normal limits.
Baseline measures consisted of the EOWPVT and the Comprehension subtest of the CSSB.
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