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

Contact
P: 800-627-7271 F:800.232.1223

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.

Grades
PreK-Adult
Languages
English
Topic
Subtopics
Comprehension,
Vocabulary
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
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.