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Dissertation/Thesis Abstract

Validating the Vocabulary Levels Test with fourth and fifth graders to identify students at-risk in vocabulary development using a quasiexperimental single group design
by Dunn, Suzanna, Ed.D., Argosy University/Seattle, 2012, 92; 3577320
Abstract (Summary)

This quasiexperimental single group design study investigated the validity of the Vocabulary Levels Test (VLT) to identify fourth and fifth grade students who are at-risk in vocabulary development. The subjects of the study were 88 fourth and fifth grade students at one elementary school in Washington State. The Group Reading Assessment and Diagnostic Evaluation (GRADE), a previously validated vocabulary assessment with fourth and fifth grade students, was used to determine concurrent validity with two VLT subtests, the 2000 level and Academic Word Level. The two VLT subtests and GRADE vocabulary subtests were administered over one academic week near the end of the 2011-2012 school year.

Prior research has identified vocabulary knowledge and development as a key indicator in reading achievement. However, there is currently a lack of assessments able to identify students who are struggling with vocabulary development. The VLT is a well-established and researched vocabulary test which identifies levels of vocabulary knowledge, but it has been used exclusively with English language learners primarily at the university level. The study, therefore, expands on the current research base on the VLT with a new population to determine if the VLT is a valid vocabulary assessment for fourth and fifth grade students.

Indexing (document details)
Advisor: Benenson, Wayne
School: Argosy University/Seattle
School Location: United States -- Washington
Source: DAI-A 75/03(E), Dissertation Abstracts International
Subjects: Educational tests & measurements, English as a Second Language, Elementary education, Literacy, Reading instruction
Keywords: At-risk students, Literacy, Reading achievement, Reading assessments, Vocabulary development
Publication Number: 3577320
ISBN: 978-1-303-59424-3
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