ERIC Number: ED643319
Record Type: Non-Journal
Publication Date: 2022
Pages: 88
Abstractor: As Provided
ISBN: 979-8-8193-6695-0
ISSN: N/A
EISSN: N/A
Controlling for Developmental Language Differences in Spanish-English Learners: A Comparison of the Ortiz Picture Vocabulary Acquisition Test and Woodcock Munoz Language Survey-Third Edition
Amanda Garcia
ProQuest LLC, Psy.D. Dissertation, St. John's University (New York)
The purpose of this study was to determine whether there is a difference in the vocabulary knowledge of Spanish-speaking English Learners (ELs) when controlling for developmental language norms. This research was essential given the multitude of literature indicating the connection between vocabulary skills and later academic success and the substantial achievement gaps between ELs and English Speakers (ESs). Considering the different normative standards in the Ortiz PVAT and WMLS III English, where the former includes bilingual, exposure-based norms, and the latter does not, this study evaluated the vocabulary knowledge of 27 Spanish-speaking ELs between the ages of 5 and 11 years (M[subscript age] = 8.22). Participants resided in the Northeastern U.S. with English language exposure ranging from 25% to 91% across their lifespan. This study was conducted remotely due to restrictions on face-to-face interactions resulting from the Coronavirus (COVID-19) global pandemic. Parents served as informants providing demographic and language background via a brief interview. The results proved to be beneficial in expanding research and theory. Specifically, the results supported the hypothesis and demonstrated that using tools that incorporate exposure-based norms (i.e., Ortiz PVAT) offers a more accurate measure of vocabulary knowledge, and those lacking these norms place ELs at great risk of being inappropriately labeled with an educational disability. This was observed through ELs performing within the average range in the Ortiz PVAT and oftentimes low average range in the WMLS III, statistically significant differences between score means (p <0.001), and exceptionally large effect sizes when compared against subtests with non-exposure-based norms (i.e., WMLS III Test 1: Analogies, Test 3: Picture Vocabulary, and Basic English Oral Language Cluster). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]
Descriptors: English (Second Language), Second Language Learning, Surveys, Language Proficiency, Language Tests, Vocabulary Development, Language Acquisition, Spanish, Vocabulary Skills, Achievement Gap, Elementary School Students, English Language Learners
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Munoz Language Survey
Grant or Contract Numbers: N/A