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The BPVS offers a great way to detect language impairment and to enable us to put measures in place to address any issues straight away. Its simple, appealing format and ease of administration belies the significance of the assessment and how it can help identify any delay in vocabulary development, even before children are in full time education. Because no spoken response is required, the assessment may be administered to pupils with autism and other related communication difficulties or those with English as an Additional Language (EAL). To help with administration to pupils who may be colour blind the illustrations have black outlines and the colours are vivid. Search for more papers by this author Search for more papers by this author I have read and accept the Wiley Online Library Terms and Conditions of Use Shareable Link Use the link below to share a full-text version of this article with your friends and colleagues. Learn more. Copy URL This paper offers a table of standard errors of prediction, and confidence levels based thereon, which can help in making this decision where the British Picture Vocabulary Scale is used. The table is based on the normative data provided in the manual. Cet article offre une table d'erreurs de prediction standard et d'intervalles de confiance qui peuvent aider a prendre une decision quand l'Echelle de Vocabulaire Image Anglais est utilisee. Cette table est basee sur des donnees normalisees fournies dans le manuel. Es muss festgestellt werden, ob die Leistungsvarianten auf tatsachlichen Anderungen beruhen, oder nur die Ungenauigkeit der Tests widerspiegeln. In dieser Studie wird eine Tabelle der Standardfehler der Vorhersage dargeboten, und die Konfidenzintervalle, die darauf basiert sind, und bei dieser Entscheidung behilflich sein konnen, wenn die British Picture Vocabulary Scale angewendet wird. Die Tabelle wurde von den normativen Daten im Handbuch abgeleitet. http://bumperrack.com/userfiles/breast-milk-manual-expression.xml

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JavasScript is required to use the core functionality of this site including searching, downloading data, and depositing data.Child care and early education research. You can filter on reading intentions from the list, as well as view them within your profile. It makes it easy to scan through your lists and keep track of progress. Here's an example of what they look like. For the best experience on our site, be sure to turn on Javascript in your browser.More information below. Skip to the end of the images gallery Skip to the beginning of the images gallery Details BPVS is the leading assessment tool to assess the receptive vocabulary of children as young as 3 to 16 years of age. It has a simple, appealing format with vivid full colour illustrations and black outlines to support those who may be colour blind. For 3-16 years. This paper offers a table of standard errors of prediction, and confidence levels based thereon, which can help in making this decision where the British Picture Vocabulary Scale is used. The table is based on the normative data provided in the manual. Le praticien est souvenl confronts a des situations un client a recu un test plusieurs fois, et il est necessaire de determiner si les variations dans les scores obtenus sont dues a des changements reels ou si elles sont simplement le resultats de l'imprecision de la mesure. Cet article offre une table d'erreurs de prediction standard et d'intervalles de confiance qui peuvent aider a prendre une decision quand l'Echelle de Vocabulaire Image Anglais est utilisee. Cette table est basee sur des donnees normalisees fournies dans le manuel. In der Praxis ist man oft in der Situation, in der ein Patient mehr als einmal mil einem Test gepruft worden ist. Es muss festgestellt werden, ob die Leistungsvarianten auf tatsachlichen Anderungen beruhen, oder nur die Ungenauigkeit der Tests widerspiegeln. http://www.australianaccesssolutions.com.au/images/uploadedimages/breast-pump-avent-manual-review.xml

In dieser Studie wird eine Tabelle der Standardfehler der Vorhersage dargeboten, und die Konfidenzintervalle, die darauf basiert sind, und bei dieser Entscheidung behilflich sein konnen, wenn die British Picture Vocabulary Scale angewendet wird. Die Tabelle wurde von den normativen Daten im Handbuch abgeleitet. Key Words: British Picture Vocabulary Scale (BPVS), standard error measurement, language tests, children To learn about our use of cookies and how you can manage your cookie settings, please see our Cookie Policy. By closing this message, you are consenting to our use of cookies. Some features of WorldCat will not be available.By continuing to use the site, you are agreeing to OCLC’s placement of cookies on your device. Find out more here. Numerous and frequently-updated resource results are available from this WorldCat.org search. OCLC’s WebJunction has pulled together information and resources to assist library staff as they consider how to handle coronavirus issues in their communities.However, formatting rules can vary widely between applications and fields of interest or study. The specific requirements or preferences of your reviewing publisher, classroom teacher, institution or organization should be applied. Please enter recipient e-mail address(es). Please re-enter recipient e-mail address(es). Please enter your name. Please enter the subject. Please enter the message. Author: Lloyd M Dunn; Leota M Dunn; Chris Whetton. Publisher: Windsor: NFER-Nelson, 1982.Please select Ok if you would like to proceed with this request anyway. All rights reserved. You can easily create a free account. http://www.drupalitalia.org/node/75497

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The equa- tion that w as obtained is difference score ? 18.95 ? (0.93 age). The w eight on age is signif icantly dif ferent from zero ( t ? 2.90, P ? 0.005). In other w ords, w e found a signif icant negati ve relationship betw een the tw o v ariables: when the age is greater, the difference is smaller. This indicates that the older children in our sample perform closer to the English nor ms than do the younger children, impl ying that the gap in performance decreases as the EAL children mature. Discussion and conclusions The results indicate, f irstly, that with respect to the perfor mance of typically- de veloping children with EAL on the BPVS II there was an ef fect of age on test scores for both the monolingual and the EAL groups. As ra w scores were used in this anal ysis, this is unsur prising; in this age range, children’ s scores on language tests are expected to impro ve with increasing age. There w as also an ef fect of language status: children with EAL were found to score lo wer on the test than monolingual children. Interestingl y, there was a signif icant interaction between these tw o v aria- bles, indicating that dif ferences in scores w ere at least par tly attributab le to some combined ef fect of age and language status.This f inding is different from Whetton’ s f inding that the perfor mance of older children with EAL w as propor tionally poorer than that of y ounger chil- dren. W e tentati vel y propose that under cer tain circumstances, EAL children who start of f at a disadvantage ma y catch up to some extent with their English peers. The exact nature of these circumstances is unclear. Whetton does not specify the socio-economic or language backgrounds of the children in his norming sample; it is possible that our f indings reflect differen- ces betw een the perfor mances of children with different backgrounds. W e ackno wledge that giv en the small sample size in this study, further research is needed using a larger sample that reflects the current demography of UK classrooms. Although the data are sparse, our f indings indicate that children with EAL with dif ferent language backg rounds perfor m similarly on the BPVS at dif ferent ages; this may mean that future research needs to concen- trate on other dif ferences between groups to clarify this discrepancy. In sum, gi ven that children with EAL in our sample do achiev e a score on the BPVS II, and that their scores appear to impro ve with increasing age, the BPVS II can be said to be picking up some aspects of the language function- ing of these children. Therefore, the results reported here indicate that in the early y ears (ages four to six) relativel y poor performance on a test like the BPVS need not indicate that the child is at risk of ha ving enduring speech and language diff iculties. W e cautiously suggest that this f inding ma y be view ed in relation to e vi- dence in respect of EAL pupils’ attainment at the v arious Key Stages of the National Cur riculum (Df ES, 2005a) which indicates o verall that EAL pupils ha ve lo w er attainment than English-speaking pupils, but that the gap betw een these groups nar ro ws from Ke y Stage 1 compared to Ke y Stage 4. This pat- tern appears to hold ir respecti ve of ethnic g roup. F or example, at K ey Stage 1, 78 of EAL pupils achie ve lev el 2 in reading compared to 85 of English pupils achie ving level 2 (Df ES, 2005a). At K ey Stage 4 (GCSE) there is only a 3 dif ference in the EAL pupils’ versus the English pupils’ performance. T ypically-developing EAL childr en’ s performance on BPVS II 13 Q1 Research with babies and preschool children in the US has indicated that the recepti ve vocabularies of bilingual children are comparable in size to those of monolingual children, as long as terms from both the children’ s languages are taken into account (P earson, 1993, 1994, 1998). This challenges the pre viously-held assumption that bilingual children’ s early vocabulary dev elops at a slo wer rate than that of monolingual children (P earson, 1993). Therefore, this argues in fa vour of the use of a bilingual vocabulary assessments with children with EAL, par ticu- larl y in the early y ears of school when their English exposure has been minimal. It is also possible that the y ounger children in this study had diff iculties understanding the instructions given to them, as the test w as administered through English. Again, this could contribute to their depressed scores at the youngest ages. A f inal possibility is that of cultural differences, both in familia- rity with the task type (recepti ve naming acti vity) and in f amiliarity with indi vidual test items (Heath, 1983, 1986). Again, both of these could be expected to impro ve with children’ s increasing e xposure to English and to the expectations of the English monolingual classroom. Clearl y, there are other factors that must also be taken into consideration, notabl y the relationship betw een depriv ation and attainment. The DfES reports lo w er attainment for all pupils who are eligib le for free school meals from all ethnic groups (including white British) (Df ES, 2005a). Reports from the 2001 Census (Census, 2001) indicate that men from certain ethnic minority g roups (Bangladeshi, mix ed ethnic backg round, b lack African, Pakistani and b lack Caribbean) experienced le vels of unemplo yment that are three times the av e- rage for white British men. Additionall y, Bangladeshi and Pakistani w omen had the highest rates of economic inacti vity among all ethnic g roups. T ogether, these statistics ma y be taken to indicate lo w income lev els in cer tain ethnic minority groups. This may contribute to the under -achiev ement of children 14 Child Languag e T eac hing and Ther apy One of the objecti ves of this study was to suggest some potentiall y useful guidelines to clinicians and practitioners. The results from the ANO V A indi- cate clear dif ferences between the groups in this study, and w e feel this infor- mation is potentiall y useful in generating hypotheses for future in vestigation in this under-researched area. Ho we ver, these f indings are tempered by the small sample size, une venness in numbers of children in each age g roup and the limited sampling frame used in this study. Ne vertheless, we can mak e a fe w suggestions for practitioners. It is concrete evidence to support the anecdotal testimon y of practitioners concer ning these children’ s increasing prof iciency in English as they mo ve through the school stages. It is also e vidence that a young child with EAL achie ving a poor score (relative to English-speaking children of the same age) on the BPVS II is not necessaril y at risk of ha ving a language disorder. It is onl y with fur ther assessment that an y comments about possible language problems can be made. In accordance with recommendations from the RCSL T, such assessment needs to include a battery of tests in both English and the home language where possible (RCSL T, 1998). BPVS II results for a par ticular child at successi ve inter v als could be useful in marking that child’ s progress to prof iciency in understanding English w ords. Acknowledgements W ith thanks to Dr Luke W indsor, Dr Nata Goulandris and Dr Lea Hald for statistical advice, and to Priya Desai, T anzila Kahn, Jane Croft and Zoe Ho w ell for data collection. An intr oduction for pr ofessionals. Multilingual Matters. T ypically-developing EAL childr en’ s performance on BPVS II 15 Battlebridge Publications. Buxton, F. and Hooke, E. 1996: T ur kish phonological scr eening assessment. RCSL T London Special Interest Group in Bilingualism. Cha vda, P. and Jin, L. 2003: Assessment of Gujar ati syntactic structur es. ST ASS Pub lications. The assess- ment of learning difficulties in liter acy among childr en learning English as an additional languag e: a liter ature r eview. Cro wn Cop yright. Crutchley, A. 1999: Bilingual children in language units: getting the bigger picture. Crutchley, A., Botting, N. and Conti-Ramsden, G. 1997a: Bilingualism and specif ic language impair ment in children attending language units. Crutchley, A., Conti-Ramsden, G. and Botting, N. 1997b: Bilingual children with specif ic language impair ment and standardised assessments: prelimi- nary f indings from a study of children in language units. Cummins, J. 1980: Psychological assessment of immigrant children: logic or intui- tion. Gregory, E. 1998: Sib lings as mediators of literacy in linguistic minority com- munities. Living in two langua ges. (2nd ed.). Da vid Fulton Publishers. 16 Child Languag e T eac hing and Ther apy In Beyond languag e: social and cultur al factors in schooling langua ge minority childr en. Califor nia State Depar tment of Education. Heath, S. B. 1986: What no bedtime story means: nar rativ e skills at home and school. In Schief felin, B. B. and Ochs, E., editors, Languag e socialisation acr oss cultur es. Cambridge Univ ersity Press. Ho w ell, P. Davis, S. and Au-Y eung, J. 2003: Syntactic development in fluent children, children who stutter, and children who ha ve English as an addi- tional language. Child Languag e T eac hing and Ther apy. Department for Education and Emplo yment Leather, C. and Wirz, S. 1996: The tr aining and development needs of bilin- gual co-wor kers in the NHS in community settings. Centre for International Child Health. Lindsa y, G., Solof f, N., La w, J. , Band, S., Peace y, N., Gascoigne, M. and Radford, J. 2002: Speech and language therap y ser vices to education in England and W ales. Marshall, J. 2000: Critical reflections on the cultural influences in identif ication and habilitation of children with speech and language dif f iculties. Masidlo ver, M. and Knowles, W. 2001: The Derbyshir e language sc heme, Punjabi and Mirpuri Punja bi adaptations. Derbyshire County Council. Modood, T., Berthoud, R., Lake y, J., Nazroo, J., Smith, P., V irdee, S. and Beishon, S. 1997: Ethnic minorities in Britain: diversity and disadvan- tag e. P olicy Studies Institute. T ypically-developing EAL childr en’ s performance on BPVS II 17 Q5 P earson, B. Z. 1998: Assessing lexical de velopment in bilingual babies and toddlers. Qualif ications and Cur riculum Authority (QCA). 2000: A languag e in common: assessing English as an additional languag e. QCA. Quinn, C. 2001: The de velopmental acquisition of English grammar as an additional language. The Ro yal College of Speech and Language Therapists. Slough Borough Council. 1999: LEA ’ s r aising achie vement action plan 1999. Sto w, C. and Dodd, B. 2003: pro viding and equitable service to bilingual chil- dren in the UK: a re view. NFER-Nelson. W inter. K. 1999: Speech and language therap y pro vision for bilingual chil- dren: aspects of the cur rent ser vice.Standar dization information her e. T est material and pr ocedur e for adminis- tr ation. On each page of the test book there are four black and w hite line draw- ings. The dra wings are ar ranged into 14 sets of 12 items, giving a total of 168 stimulus w ords. The children are asked to point to the picture the y think best represents the w ord the tester sa ys. As one progresses through the test book, w ord complexity increases. The children are f irst presented with test plates appropriate to age before continuing onto test items. A basal set must f irst be established (w here there are one or no er rors).