Assessment of Vocabulary Development in Preschool Children Using Peabody Picture Vocabulary Test-4

Tafseela Arshad; Muhammad Azzam Khan; Rooma Imtiaz; Hina Ramzan; Muhammad Tanveer; Anum Ashraf

doi:10.70749/ijbr.v3i2.629

Authors

Tafseela Arshad BASES, Lahore, Punjab, Pakistan.
Muhammad Azzam Khan Department of Allied Health Sciences, Rashid Latif Khan University, Lahore, Punjab, Pakistan.
Rooma Imtiaz Sehat Medical Complex, University of Lahore, Punjab, Pakistan.
Hina Ramzan BASES, Lahore, Punjab, Pakistan.
Muhammad Tanveer BASES, Lahore, Punjab, Pakistan.
Anum Ashraf Department of Rehabilitation Sciences, University of Lahore, Punjab, Pakistan.

DOI:

https://doi.org/10.70749/ijbr.v3i2.629

Keywords:

Receptive Vocabulary, Peabody Picture Vocabulary Test, Language Development, Preschool Children, Bilingualism, Educational Assessment, Early Childhood Intervention

Abstract

Background: Receptive vocabulary plays a crucial role in early language development and literacy skills. The Peabody Picture Vocabulary Test-4 (PPVT-4) is a standardized tool for assessing receptive vocabulary, but its applicability in non-native English-speaking populations, such as Pakistani preschoolers, remains underexplored. Objective: To assess receptive English vocabulary development in preschool children aged 3–5 years using the PPVT-4 and determine whether their vocabulary skills align with age expectations. Methods: A cross-sectional study was conducted on 278 preschool children from four private schools in Lahore, Pakistan. The PPVT-4 was administered individually to assess receptive vocabulary. Data were analyzed using SPSS 25.0, with descriptive statistics, independent t-tests, and chi-square tests applied. P < 0.05 was considered statistically significant. Results: The mean PPVT-4 score for the 36–48 months group was 80.1 ± 10.2, while for the 49–60 months group, it was 90.3 ± 10.5 (p < 0.001). Only 33.5% of older children had age-appropriate vocabulary, compared to 79.5% of younger children. Gender differences were not significant (p = 0.288). Conclusion: Preschool children exhibited significant delays in receptive English vocabulary, particularly in older age groups. Early language interventions are recommended to improve vocabulary acquisition in bilingual settings.

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