Peabody Picture Vocabulary Test, Fourth Edition (PPVT-4 )

The Peabody Picture Vocabulary Test Fourth Edition (PPVT-4) is an assessment that measures receptive vocabulary for Standard American English. The assessment, in combination with the Expressive Vocabulary Test Second Edition (EVT-2), allows educators to test both receptive and expressive vocabulary. PPVT-4 offers two forms of the assesment so that students do not become accustomed to the test. PPVT-4 can be used as a diagnostic, universal screening, and progress monitoring tool.

Contact
P: 800-627-7271 F:800.232.1223
Grades
PreK-Adult
Languages
English
Domains
Topic
Subtopics
Comprehension,
Vocabulary
Subtopics
Vocabulary, comprehension
Length
10-15 minutes
Price
PPVT-4 Complete Manual Scoring Kit (A and B): $468; PPVT-4/EVT-2 Kits (Forms A and B): $871.00; PPVT-4 Form A Kit (Includes: A Easel, Manual, A Record Forms (25), and Carrying Case): $248.00; PPVT-4 Record Form A 100-Pack: $178.00; Q-global scoring 1-year
Training
Online training available
Qualifications
"Level B (Purchasing requires a master's degree in psychology, education, speech language pathology, occupational therapy, social work, counseling, or field related to assessment, and formal training in the ethical adminitration, scoring, and interpretat
Open Access
No
Administration
Individual
Scoring
Computer scoring
Manual scoring
Referencing
Norm-referenced
Resources on Psychometric Properties

Dunn, L., & Dunn, D. (2013). PPVT Technical Report. Pearson Education, Inc. Retrieved from https://images.pearsonassessments.com/images/assets/ppvt-4/2013-PPVT-Te…

Pearson Education, Inc. (n.d.). PPVT and EVT2 Technical Information. Retrieved from https://images.pearsonclinical.com/images/assets/PPVT-4/PPVT-EVT_Infogr…

Pae, H. K., Greenberg, D., & Morris, R. D. (2012). Construct Validity and Measurement Invariance of the Peabody Picture Vocabulary Test-III Form A. Language Assessment Quarterly, 9(2), 152–171. https://doi.org/10.1080/15434303.2011.613504

Bennett, J. G., Gardner, R., & Rizzi, G. L. (2013). Deaf and Hard of Hearing Students’ Through-the-Air English Skills: A Review of Formal Assessments. American Annals of the Deaf, 158(5), 506–521.

Pae, H. K., Greenberg, D., & Morris, R. D. (2012). Construct Validity and Measurement Invariance of the Peabody Picture Vocabulary Test-III Form A. Language Assessment Quarterly, 9(2), 152–171. https://doi.org/10.1080/15434303.2011.613504

Instrument Use in Peer-Reviewed Studies

Kover, S. T., McDuffie, A. S., Hagerman, R. J., & Abbeduto, L. (2013). Receptive Vocabulary in Boys with Autism Spectrum Disorder: Cross-Sectional Developmental Trajectories. Journal of Autism and Developmental Disorders, 43(11), 2696–2709. https://doi.org/10.1007/s10803-013-1823-x

Tan, M., & Dobbs-Oates, J. (2013). Relationship between Emergent Literacy and Early Social-Emotional Development in Preschool Children from Low-Income Backgrounds. Early Child Development and Care, 183(11), 1509–1530. https://doi.org/10.1080/03004430.2012.729051

McCabe, A., & Champion, T. B. (2010). A Matter of Vocabulary II: Low-Income African American Children’s Performance on the Expressive Vocabulary Test. Communication Disorders Quarterly, 31(3), 162–169. https://doi.org/10.1177/1525740109344218

Webb, M. L., Cohen, A. S., & Schwanenflugel, P. J. (2008). Latent Class Analysis of Differential Item Functioning on the Peabody Picture Vocabulary Test-III. Educational and Psychological Measurement, 68(2), 335–351. https://doi.org/10.1177/0013164407308474 

Restrepo, M. A., Schwanenflugel, P. J., Blake, J., Neuharth-Pritchett, S., Cramer, S. E., & Ruston, H. P. (2006). Performance on the PPVT?III and the EVT: Applicability of the Measures with African American and European American Preschool Children. Language, Speech, and Hearing Services in Schools, 37(1), 17–27.

Wasik, B. A., Bond, M. A., & Hindman, A. (2006). The Effects of a Language and Literacy Intervention on Head Start Children and Teachers. Journal of Educational Psychology, 98(1), 63–74.; Hur, E., Buettner, C. K., & Jeon, L. (2015). The Association between Teachers’ Child-Centered Beliefs and Children’s Academic Achievement: The Indirect Effect of Children’s Behavioral Self-Regulation. Child & Youth Care Forum, 44(2), 309–325. https://doi.org/10.1007/s10566-014-9283-9

Austin, A. M. B., Blevins-Knabe, B., & Lokteff, M. (2013). Early Mathematics and Phonological Awareness in Two Child Care Settings. Early Child Development and Care, 183(9), 1197–1214. https://doi.org/10.1080/03004430.2012.716832

Rufsvold, R., Wang, Y., Hartman, M. C., Arora, S. B., & Smolen, E. R. (2018). The Impact of Language Input on Deaf and Hard of Hearing Preschool Children Who Use Listening and Spoken Language. American Annals of the Deaf, 163(1), 35–60.

Leow, C., Wen, X., & Korfmacher, J. (2015). Two-Year versus One-Year Head Start Program Impact: Addressing Selection Bias by Comparing Regression Modeling with Propensity Score Analysis. Applied Developmental Science, 19(1), 31–46. https://doi.org/10.1080/10888691.2014.977995

Chao, S. L., Mattocks, G., Birden, A., & Manarino-Leggett, P. (2015). The Impact of the Raising a Reader Program on Family Literacy Practices and Receptive Vocabulary of Children in Pre-Kindergarten. Early Childhood Education Journal, 43(5), 427–434. https://doi.org/10.1007/s10643-014-0670-5

Plesa Skwerer, D., Jordan, S. E., Brukilacchio, B. H., & Tager-Flusberg, H. (2016). Comparing Methods for Assessing Receptive Language Skills in Minimally Verbal Children and Adolescents with Autism Spectrum Disorders. Autism: The International Journal of Research and Practice, 20(5), 591–604. https://doi.org/10.1177/1362361315600146

Martins, E. C., Osório, A., Veríssimo, M., & Martins, C. (2016). Emotion Understanding in Preschool Children: The Role of Executive Functions. International Journal of Behavioral Development, 40(1), 1–10. https://doi.org/10.1177/0165025414556096

Evans, W., Harris, P., Sethuraman, S., Thiruvaiyaru, D., Pendergraft, E., Cliett, K., & Cato, V. (2016). Empowering Young Children in Poverty by Improving Their Home Literacy Environments. Journal of Research in Childhood Education, 30(2), 211–225. https://doi.org/10.1080/02568543.2016.1143894

Roman, A. S., Pisoni, D. B., & Kronenberger, W. G. (2014). Assessment of Working Memory Capacity in Preschool Children Using the Missing Scan Task. Infant and Child Development, 23(6), 575–587. https://doi.org/10.1002/icd.1849

Loftus, S. M., Coyne, M. D., McCoach, D. B., Zipoli, R., & Pullen, P. C. (2010). Effects of a Supplemental Vocabulary Intervention on the Word Knowledge of Kindergarten Students at Risk for Language and Literacy Difficulties. Learning Disabilities Research & Practice, 25(3), 124–136.

Kim, Y.-S., Petscher, Y., Schatschneider, C., & Foorman, B. (2010). Does Growth Rate in Oral Reading Fluency Matter in Predicting Reading Comprehension Achievement? Journal of Educational Psychology, 102(3), 652–667. https://doi.org/10.1037/a0019643

Yesil-Dagli, U. (2011). Predicting ELL Students’ Beginning First Grade English Oral Reading Fluency from Initial Kindergarten Vocabulary, Letter Naming, and Phonological Awareness Skills. Early Childhood Research Quarterly, 26(1), 15–29. https://doi.org/10.1016/j.ecresq.2010.06.001

Wasik, B. A., Bond, M. A., & Hindman, A. (2006). The Effects of a Language and Literacy Intervention on Head Start Children and Teachers. Journal of Educational Psychology, 98(1), 63–74.