Search results for: PPVT

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<meta name="description" content="Search results for: PPVT"> <meta name="keywords" content="PPVT"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" 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class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="PPVT"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 3</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: PPVT</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> Peabody Picture Vocabulary Test in Indian ESL Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vijaya">Vijaya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports the results of a study that measures the level of receptive vocabularies using the Peabody Picture Vocabulary Test (PPVT) in an ESL context. PPVT is a popular standardized test used to measure the vocabulary level of L1 learners. In this study, PPVT was administered to fourteen 9 to 11 year old Indian ESL learners from the fifth standard from a school in Hyderabad. Their performance is compared with the age appropriate performance of L1 learners. Their performance on noun versus verb items is also compared. The results are discussed concerning the learning goals set by the National Council for Educational Research and Training (NCERT) position paper on Teaching of English in India. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=national%20council%20for%20educational%20research%20and%20training" title="national council for educational research and training">national council for educational research and training</a>, <a href="https://publications.waset.org/abstracts/search?q=India" title=" India"> India</a>, <a href="https://publications.waset.org/abstracts/search?q=PPVT" title=" PPVT"> PPVT</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquistion" title=" second language acquistion"> second language acquistion</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20acquisition" title=" vocabulary acquisition"> vocabulary acquisition</a> </p> <a href="https://publications.waset.org/abstracts/57814/peabody-picture-vocabulary-test-in-indian-esl-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57814.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">299</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> Effect of the Birth Order and Arrival of Younger Siblings on the Development of a Child: Evidence from India </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Swati%20Srivastava">Swati Srivastava</a>, <a href="https://publications.waset.org/abstracts/search?q=Ashish%20Kumar%20Upadhyay"> Ashish Kumar Upadhyay</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using longitudinal data from three waves of Young Lives Study and Ordinary Least Square methods, study has investigated the effect of birth order and arrival of younger siblings on child development in India. Study used child鈥檚 height for age z-score, weight for age z-score, BMI for age z-score, Peabody Picture Vocabulary Test (PPVT-Score)c, maths score, Early Grade Reading Assessment Test (ERGA) score, and memory score to measure the physical and cognitive development of child during wave-3. Findings suggest that having a high birth order is detrimental for child development and the gap between adjacent siblings is larger for children late in the birth sequences than early in the birth sequences. Study also reported that not only older siblings but arrival of younger siblings before assessment of test also reduces the development of a child. The effects become stronger in case of female children than male children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=height%20for%20age%20z-score" title="height for age z-score">height for age z-score</a>, <a href="https://publications.waset.org/abstracts/search?q=weight%20for%20age%20z-score" title=" weight for age z-score"> weight for age z-score</a>, <a href="https://publications.waset.org/abstracts/search?q=BMI%20for%20z-score" title=" BMI for z-score"> BMI for z-score</a>, <a href="https://publications.waset.org/abstracts/search?q=PPVT%20score" title=" PPVT score"> PPVT score</a>, <a href="https://publications.waset.org/abstracts/search?q=math%20score" title=" math score"> math score</a>, <a href="https://publications.waset.org/abstracts/search?q=EGRA%20score" title=" EGRA score"> EGRA score</a>, <a href="https://publications.waset.org/abstracts/search?q=memory%20score" title=" memory score"> memory score</a>, <a href="https://publications.waset.org/abstracts/search?q=birth%20order" title=" birth order"> birth order</a>, <a href="https://publications.waset.org/abstracts/search?q=siblings" title=" siblings"> siblings</a>, <a href="https://publications.waset.org/abstracts/search?q=Young%20Lives%20Study" title=" Young Lives Study"> Young Lives Study</a>, <a href="https://publications.waset.org/abstracts/search?q=India" title=" India"> India</a> </p> <a href="https://publications.waset.org/abstracts/40686/effect-of-the-birth-order-and-arrival-of-younger-siblings-on-the-development-of-a-child-evidence-from-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40686.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">335</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> The Effects of L2 Storybook Reading and Interactive Vocabulary Instruction on Vocabulary Acquisition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lenore%20Van%20Den%20Berg">Lenore Van Den Berg</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Vocabulary development is positively associated with reading development, reading comprehension, and academic achievement. It is frequently stated that South Africa is in the midst of a literacy crisis. The past 24 years since the first democratically elected government have not revolutionised the education system; rather, after various curriculum changes and continued struggles to incorporate all 11 official languages as languages of instruction, research shows that 78 per cent of South African Grade 4 learners are functionally illiterate. The study sets out to find solutions to this problem and to add to the research base on vocabulary acquisition by assessing the effect of integrating the principles of explicit, interactive vocabulary instruction, within the context of storybook reading, on Grade 1 vocabulary acquisition. Participants comprised of 69 Grade 1 English second language learners from three classes in two government primary schools. The two schools differ in socio-economic status (SES), with School A having a lower SES than School B. One Grade 1 class was randomly assigned to be the Experimental Group, while two other classes served as control groups. The intervention took place for a period of 18 weeks and consisted of 30-minute storybook reading sessions, accompanied by interactive vocabulary instruction, twice a week. The Peabody Picture Vocabulary Test IV (PPVT-IV) was the diagnostic test administered to all learners before the intervention, as a pre-test, and after the interventions as a post-test. Data regarding excising vocabulary instruction practices and approaches were also collected through classroom observations and individual, semi-structured interviews with the Experimental Group鈥檚 teacher. Findings suggest that second language storybook reading, accompanied by explicit, interactive vocabulary instruction, have a positive impact on Grade 1 vocabulary acquisition but that vocabulary teaching practices and socio-economic status also play a key role in vocabulary acquisition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interactive%20vocabulary%20instruction" title="interactive vocabulary instruction">interactive vocabulary instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20vocabulary" title=" second language vocabulary"> second language vocabulary</a>, <a href="https://publications.waset.org/abstracts/search?q=storybook%20reading" title=" storybook reading"> storybook reading</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20acquisition" title=" vocabulary acquisition"> vocabulary acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20development" title=" reading development"> reading development</a>, <a href="https://publications.waset.org/abstracts/search?q=PPVT" title=" PPVT"> PPVT</a> </p> <a href="https://publications.waset.org/abstracts/158435/the-effects-of-l2-storybook-reading-and-interactive-vocabulary-instruction-on-vocabulary-acquisition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158435.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a 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Search results for: PPVT