Researchers have shown vocabulary knowledge to be highly linked to reading comprehension, and ultimately a strong predictor of academic success. Therefore, students' vocabulary skills should be carefully monitored and assessed as the demands of education increase.
The purpose of this study was to compare 28 fourth grade students' vocabulary scores on the Measures of Academic Progress (MAP) test with scores on the Peabody Picture Vocabulary Test-4 (PPVT-4) (Dunn & Dunn, 2007) and Expressive Vocabulary Test-2 (EVT-2) (Williams, 2007), two clinically used vocabulary measures with established validity. Strong correlations would potentially allow for the use of the MAP vocabulary test when making clinical decisions.
Pearson r correlations between EVT-2 and MAP vocabulary scores yielded a moderate correlation, and correlations between PPVT-4 and MAP vocabulary scores yielded a fair to moderate correlation. Data does not provide strong enough support to use the MAP vocabulary as a basis for clinical decisions, but it is recommended that scores be used as part of a comprehensive speech-language assessment to gain a better understanding of overall vocabulary abilities.
","abstract_html":"<p>Researchers have shown vocabulary knowledge to be highly linked to reading comprehension, and ultimately a strong predictor of academic success. Therefore, students' vocabulary skills should be carefully monitored and assessed as the demands of education increase. </p> <p>The purpose of this study was to compare 28 fourth grade students' vocabulary scores on the Measures of Academic Progress (MAP) test with scores on the Peabody Picture Vocabulary Test-4 (PPVT-4) (Dunn & Dunn, 2007) and Expressive Vocabulary Test-2 (EVT-2) (Williams, 2007), two clinically used vocabulary measures with established validity. Strong correlations would potentially allow for the use of the MAP vocabulary test when making clinical decisions. </p> <p>Pearson r correlations between EVT-2 and MAP vocabulary scores yielded a moderate correlation, and correlations between PPVT-4 and MAP vocabulary scores yielded a fair to moderate correlation. Data does not provide strong enough support to use the MAP vocabulary as a basis for clinical decisions, but it is recommended that scores be used as part of a comprehensive speech-language assessment to gain a better understanding of overall vocabulary abilities.</p>","abstract_has_math":false,"creators":["Anderson, Lindsay Mae"],"institution":null,"degree_name":"Master of Science (MS)","degree_level":"Thesis","degree_discipline":"Communication Sciences & Disorders","degree_department":null,"school":null,"contributors":["Sarah Robinson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-01-01T08:00:00Z","date_published":"2014-01-01T08:00:00Z","updated_at":"2026-07-24T03:26:30Z","subjects":["Assessment, Expressive Vocabulary Test, Measures of Academic Progress, Peabody Picture Vocabulary Test, Vocabulary"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.und.edu/theses/1500","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sarah Robinson"]},{"key":"dc:creator","label":"Author","values":["Anderson, Lindsay Mae"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Communication Sciences & Disorders"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science (MS)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Assessment, Expressive Vocabulary Test, Measures of Academic Progress, Peabody Picture Vocabulary Test, Vocabulary"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.und.edu/theses/1500"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Researchers have shown vocabulary knowledge to be highly linked to reading comprehension, and ultimately a strong predictor of academic success. Therefore, students' vocabulary skills should be carefully monitored and assessed as the demands of education increase.
The purpose of this study was to compare 28 fourth grade students' vocabulary scores on the Measures of Academic Progress (MAP) test with scores on the Peabody Picture Vocabulary Test-4 (PPVT-4) (Dunn & Dunn, 2007) and Expressive Vocabulary Test-2 (EVT-2) (Williams, 2007), two clinically used vocabulary measures with established validity. Strong correlations would potentially allow for the use of the MAP vocabulary test when making clinical decisions.
Pearson r correlations between EVT-2 and MAP vocabulary scores yielded a moderate correlation, and correlations between PPVT-4 and MAP vocabulary scores yielded a fair to moderate correlation. Data does not provide strong enough support to use the MAP vocabulary as a basis for clinical decisions, but it is recommended that scores be used as part of a comprehensive speech-language assessment to gain a better understanding of overall vocabulary abilities.
"]},{"key":"dc:title","label":"Title","values":["Vocabulary Assessment: A Comparison Between Clinical And Academic Measures"]}]}],"canonical_facts":{"dc:contributor":["Sarah Robinson"],"dc:creator":["Anderson, Lindsay Mae"],"dc:description.abstract":["Researchers have shown vocabulary knowledge to be highly linked to reading comprehension, and ultimately a strong predictor of academic success. Therefore, students' vocabulary skills should be carefully monitored and assessed as the demands of education increase.
The purpose of this study was to compare 28 fourth grade students' vocabulary scores on the Measures of Academic Progress (MAP) test with scores on the Peabody Picture Vocabulary Test-4 (PPVT-4) (Dunn & Dunn, 2007) and Expressive Vocabulary Test-2 (EVT-2) (Williams, 2007), two clinically used vocabulary measures with established validity. Strong correlations would potentially allow for the use of the MAP vocabulary test when making clinical decisions.
Pearson r correlations between EVT-2 and MAP vocabulary scores yielded a moderate correlation, and correlations between PPVT-4 and MAP vocabulary scores yielded a fair to moderate correlation. Data does not provide strong enough support to use the MAP vocabulary as a basis for clinical decisions, but it is recommended that scores be used as part of a comprehensive speech-language assessment to gain a better understanding of overall vocabulary abilities.
"],"dc:identifier":["https://commons.und.edu/theses/1500"],"dc:subject":["Assessment, Expressive Vocabulary Test, Measures of Academic Progress, Peabody Picture Vocabulary Test, Vocabulary"],"dc:title":["Vocabulary Assessment: A Comparison Between Clinical And Academic Measures"],"thesis:degree_discipline":["Communication Sciences & Disorders"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Science (MS)"]},"updated_at":"2026-07-24T03:26:30Z"}