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    ROWPVT Manual

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    SPANISH-BILINGUAL Ebition OnE=-WorD PICTURE VOCABULARY TEST , . MANUAL Nancy Martin, PhD RECEPTIVE OneE-Woro PICTURE VOCABULARY Test -4 ROWPVT-4:SBE SPANISH-BILINGUAL EpITION Nancy A. Marin, PoD ATP Assessments ‘division of Academic Therapy Publications Research and Statistics: Nancy A. Merlin, PhD, and Lisa L. Rapalyea, PhD Research Support: Erin Ramage, MA Database Management: jill Youens Editor: Elly Rabben Cover Design: RightSide Imaging, Kurt West Design Book Production: Deborah Anker Copyright® 2013, by Academic Therapy Publications, Inc.All rights reserved. Printed in the United States of America, No part ofthis publication may be reproduced, sored in a retrieval system, 6 transmitted, in any form or by any means. electronic, machanical photocopying, recorcing, or ‘otherwise, without the prior written permission of the publisher ROWPVI-4:S8E Kit 28627-7 ROWPVT-4:S8E Manual 6628-4 ROWPVT-4:SBE Record Forms 8629-1 ROWPVT-4:88E Plates #8630-7 ATP Assessments a division of Academic Therapy Publications 20 Commercial Boulevard Novato, CA 94949-6191 (800) 422-7249 Intemational Standard Book Number: 978-1-57128-628-4 22-21 20 19 18 17 16 15 14.13, 10 03 08 07 06 05 04 03 OZ Section 1: Section 2: Section 3: Section 4: Contents Overview .. PREFACE ccccscnstnre Introduction ... 8 Description of ROWPVE-4:SBE 9 Expressive vs. Receptive Vocabulary Tests Vocabulary Development Vocabulary Assessment Utility Summary—Use of the ROWPVE-4:SBE General Testing Considerations Examiner Qualifications .. Examines .. Testing Time Testing Environment . Preparation for Testing, Seating : Preparing the Examinee Examinee Behavior .. Administration & Scoring ... Determining Chronological Age Critical-Range Testing Directions for Administ Presentation of Test Plates Recording Responses Scoring .. Sua ee a “SBE Instructions Sample Record Form . Interpretation . Obtaining ROWPVT-4:SBE Scores... Standard Scores .... Obiaining the Percentile Rank Age-Equivalent Scores .. Differences Between ROWPV/-4:SBE and EOWPVT-4:SBE Standard Scores 36 Comparisons to Other Tests... Cautions About Score interpretation . Section 5: Section 6: Section 7: Section 8: Appendix Az Appendix B: Appendix C: Appendix D: Development ............ Overall Test Structure... Item Development... : Item Analysis and Final Item Selection .. Bias ..... Standardization Data Collection Standardization Sample Demographic Characteristics . Derivation of Norms Relial Internal Consistency .. Temporal Stability Standard Error of Measurement and Confidence Intervals Summary of Reliability Studies ... Validity... Content Validity Construct Validity Criterion-Related Valid Conclusion cas References .... Participants and Test Sites Norms Tables. Table B.1 Raw Score to Standard Score Conversion . 70 Table B.2 Fercentile Ranks and Other Scores ny Table B.3 Age Equivalents for ROWPVT-4:SBE Raw Scores . - 95 Demographic Characteristics of ROWPVT-4:SBE Validity Groups ... Standard Score Differences Between EOWPVT-4:5BE and ROWPVT-4:SBE E eae Table D.1 Statistical Significance (at 0.05 Level) of Standard Score Differences Between EOWPVI-4:SBE and ROWPVI-4:SBE ......... 97 Table D.2 Standard-Score Differences Obtained by Percentage of Standardization Sample ... Table D.3 Frequency Distribution of Standard Score Differences in the Normative Sample 97 OVERVIEW , The Receptive One-Word Picture Vocabulary Test-4: Spanish-Bilingual Edition (ROWPYT-4:SBE) is an individually administered, norm-referenced assessment of an individual's ability to match a spoken word—in either Spanish or English—to an image of an object, action, or concept shown in a color illustration. It was standardized on Spanish-speaking individuals ages 2 through 70+ years residing in the United States. The examiner says a word (in either English or Spanish), and the examinee then chooses one illustration (of four an a page) depicting the object, action, or concept that matches the word. The ROW?PVI-4:SBE is an assessment that targets the ability to match a word with a representation; it is mot a language test, since it does not assess syntax, grammar, or context. The test is untimed but usually takes no more than 20 minutes to administer, since age-related critical-range testing is utilized. The format is nonthreatening, and the calor plates engage the examinees. The ROWPVI-4:SBE kit consists of this Manual, an easel-bound booklet of test plates, and 25 Record Forms. (Note: The ROWPVT-4:SBE test plate booklet is not interchangeable with that from the English 4th edition or the previous bilingual edition, because this edition contains some new wards, and the plate presentation sequence is specific to this bilingual normative sample ) Overview 5 PREFACE ‘The ROWPVT-4:SBE and its complement, the FOWPVT-4:5BE, are the Spanish bilingual counterparts to two of the most widely used English-language tests in the fields of education, speech pathology, psychology, and rehabilitation. The previous edition (2002) was normed for children ages 4-0 through 12-11. The new ROWPVT-4.5BE now exiends the utility of this popular test by providing national norms for ages 2-0 through 70+, includes new words for both younger and older examinees, and presents the words in a new developmental sequence that is specific to this normative population. The ROWPVF4:SBE is co-normed with the FOWPVT-4:SBE. We are extremely grateful to the many people whose e'forts contributed to making this test a reality: * The parents of the children tested, and all participants (regardless of age) across the country, who enabled us to proceed in this endeavor. Truly, we would not have this test without their generosity. + The corps of examiners (listed elsewhere in the Manual), whose professionalism ensured the high level of data integrity and procedural feedback necessary to produce this test. + Lisa L. Rapalyea, who provided invaluable statistical expertise. * Erin Ramage, MA, who assisted in the literature searches that are crucial ‘When preparing an updated introduction * Elly Rabben, ATP’s editor, who kept a close eye on our language and grammar, * Deborah Anker, independent publication consultant, who provided page and table formatting, as well as another set of eyes to ensure clarity of the written word. 6 Receptive One-Word Picture Vocabulary Test-4: SBE ‘+ Jill Youens, ATP staif, who maintained the database, provided the voice on the phone to whom the examiners directed their questions, and cheerfully completed various other esoteric tasks along the way. As with all tests, any revision rests upon the shoulders of previous editions, The previous bilingual edition was the work of the late Rick Brownell, ATP's Editor- in-Chiei at that time. ‘We hope that the continued improvement of this test provides users with a tool that is easy to use, engages the examinees, and meets a high standard of technical development. Preface 7 Section 1: INTRODUCTION Vocabulary isan important ability across the life span and encompasses the abilities fo name what one sees (expressive vocabulary) and to match a visual representation with a spoken or writen construct (receptive vocabulary). In infants, vocabulary acquisition provides a developmental milestone. Vocabulary then continues to bulld through formal education and life experiences. The impact of vocabulary abilities on communicative, academic, and cognitive skills Is wide ranging. For that reason, vocabulary assessment is included in many measures of cognition and achievement. Nocabulary tests come in several variations (naming, providing a definition, matching images), but the underlying task is the same: to identify a construct of define words. The utility of vocabulary assessment is that the ability is relatively Stable over time, affording a longitudinal indication ofa person's functional ability ‘The Receptive One-Word Picture Vocabulary Test-4- Spanish-Bilingual Edition (ROWPVT-4:5BE) is an individually administered, norm-referenced test designed {or use with persons age 2 years O months through older adult ages (beyond 70), phe ROWPVT-4:SBE offers a quick and reliable measure of receptive vocabulary in English or Spanish, utilizing a picture-matching paradigm—an individual is acked te choose the one illustration (of four on the page) that best matches the object action, oF concept named by the examiner. Because either language can be used, an accurate estimation of a person’s knowledge of the world is obtained without the undue effact of language ability. The ROWPVT-4:SBE was co-normed with the Expressive One-Word Picture Vocabulary Test-4: Spanish-Bilingual Edition (EOWPVT- SBE), thus providing 2 comprehensive assessment of a person's vocabulary acquisition across both Spanish and English. Any differences between the two types of vocabulary abilities (expressive and receptive) can easily be compared and interpreted for clinical importance (see Appendix D, Table D.1). The ROWPVI-4:SBE was developed to be used by professionals in the fields of speech-language pathology, occupational therapy, rehabilitation psychology, neuropsychology, clinical psychology, and & Receptive One-Word Picture Vocabulary Test-4: SBE education who have training to understand both the psychometric and cognitive developmental aspects of such an assessment. Description or ROWPVT-4:SBE The components of the ROWPVT-4:SBE include the test manual, a set of 180 full-color test plates in an easel binding, and easy-to-use Record Forms. Test items are presented in a developmental sequence that is snecific to this bilingual normative sample, starting with the easiest concepts and ending with those that are more esoteric and less-frequently encountered in either language. Differential starting points and the use of critical-range testing (basals and ceilings) ensure that the test is not overly time-consuming; testing can be completed in about 20 minutes for most individuals, regardless of age. Scoring is easy and can be completed in about 5 minutes (detailed instructions for administration and scoring are found in Section 3 of this Manual). Raw scores are converted to standard scores, percentile ranks, and age equivalents. The Record Form provides a convenient score summary and graph that can, if desired, compare the scores of the ROWPVT-4:5BE with the EOWPVT-4:SBE. Demographics of the US Bilingual Population Approximately 20% of all US residents (55.4 million total) speak a language other than English at home, according to a 2007 report (US Bureau of the Census, 2007). Of those, Spanish is by far the most prevalent (more than 34.3 million) Within the next 25 years, itis projected that fully 40% of the school-age population will include children whase home language is not English. The Hispanic/Latino population is a particularly important community because itis the largest and fastest-growing minority group in this country, currently approximately 16% of the US population. As of 2005, the US had the third largest Latino population in the world (US Bureau of the Census, 2007). The majority (78%) of the US Latino population age 5 and older reported speaking Spanish at home. It is currently estimated that nearly 5 million children (10% of the entire national school population) attending kindergarten through grade 12 do not speak English with sufficient proficiency to follow the curriculum in English without receiving additional educational support (Langdon & Ratner, 2009) Children can typically acquire conversational proficiency in a subsequent nondominant language within about two years, but it takes much longer to acquire academic language proficiency (Collier, 1995; Cummins, 1981; Klesmer, 1994) such as that required for the “context-reduced” situations encountered in many assessments (Cummins, 1964a; French & Llorente, 2008). This may partly explain ‘why bilingual children may perform worse on standardized academic achievement tests compared with their native English-speaking monolingual counterparts (Cummins, 1984; Skutnabb-Kangas & Toukomaa, 1976). Vocabulary differences manifest early and tend to increase over time, and the productive vocabulary of Section 1: Introduction 9 English-language learners lags in comparison to their native English-speaking Peers (Vagh, Pan, & Mancilla-Martinez, 2009). Rilingual disadvantages have been observed in receptive (Bialystok & Feng, 2008) and expressive (Nicoladis & Giovanni, 2000) vocabulary. Yet, when given the option of using either language, bilingual children’s vocabulary scores were higher, providing a more accurate estimation of their semantic knowledge (Gollan, Salmon, Montoya, & da Pena 2010). It is therefore useful to have an assessment such as the ROWPVT-4:SBE that allows Spanish-bilingual speakers to demonstrate the full range of their semantic knowledge. Assessing Older Hispanic Adults Spanish-bilingual adults account for 10% of the US population older than 50 years of age. An increased incidence of Alzheimer’s disease has been noted in Caribbean and Mexican American Hispanic adults compared with Caucasian individuals. After adjusting for location of residence, sex, and years of education, the mean age at onset for the first dementia symptom was still 6.8 years earlier in the Hispanic groups compared with Caucasian patients, possibly due in part to increased rates of hypertension (39% vs. 18%) and diabetes (22% vs. 13%) in those populations (Clark et al., 2005). Cognitive decline can be seen even without disease processes in the aging population, and the Hispanic population 'S aging along with other demographic groups. Despite a population of more than 34 million Hispanics in the United States who have at least some level of Spanish- English bilingualism, there are few neuropsychological tests and norms available for this group (Rosselli, Ardila, Navarrete, & Matute, 2010). The increasing bilingual Population necessitates having valid and reliable assessment tools for clinicians to use to evaluate possible cognitive decline. Rationale for Developing Spanish-Bilingual Editions Visual confrontation naming (picture-naming tests), routinely used in clinical settings to help diagnose cognitive dysfunction, may be particularly sensitive to Performance differences between bilingual and monolingual speakers (Casas, Calamia, & Tranel, 2008). The Boston Naming Test (BNT) (Kaplan, Goodglass, & Weintraub, 1983), one of the most widely used of such tests, showed scores significantly lower for young-adult Spanish-English bilingual speakers than the Published norms for monolingual English speakers (kohnert, Hernandez, & Bates, 1998). Further, BNT scores from aging Spanish-English bilingual speakers varied depending upon the type of bilingual (balanced ys. unbalanced) and the scoring method used (dominant language vs. cither language), indicating that picture naming may be even more sensitive to subtle differences in language history than Previously assumed (Gollan, Fennema-Notestine, Montoya, & Jernigan, 2007). 10 Receptive One-Word Picture Vocabulary Test-4: SBE This evidence illustrates the impact of using picture-naming tests normed on monolingual English speakers with bilingual individuals. Because of compelling evidence that bilinguals score differently from monolinguals, a number of studies (diSibio & Whalen, 2000; Roberts, Garcia, Desrochers, & Hemandez, 2002; Garratt & Kelly, 2008; Gasquoine, Croyle, Cavazos.Gonzalez, & Sandoval, 2007; Rivera-Mindt et al., 2008; Sattler & Altes, 1984) have concluded that assessments based on normative data from exclusively English-speaking children should nat be used to evaluate bilingual individuals. In addition, bilingual individuals have shown disadvantages in tasks such as rapid verbal production or lexical-access picture naming (Luo, Luk, & Bialystok, 2010). Psychologists, neuropsychologists, and other professions have ethical Obligations to use appropriate assessments with the “best available norms,” yet few cognitive tests have been developed and little normative data has been gathered for the Spanish-English bilingual population. It should also be noted that using “the best available measures anc norms” does nat necessarily mean testing the person in his or her native language; itis important to allow bilingual individuals to both languages, as they would in their daily activities (Rosselli et al., 2010). Expressive vs. RECEPrivE VOCABULARY TESTS DEFINED While tests of expressive vocabulary tap the ability to generate words, tests of receptive vocabulary tap the ability to comprehend the meaning of words. The key difference between these two types of vocabulary tests is in the type of vocabulary task required: word generation or word/concept recognition. Receptive vocabulary is a relatively easy task, requiring only recognition of the meaning of a word. Expressive vocabulary tests, in contrast, require that one must first gain access to the words and then retrieve them from memory. For example, on the companion test, the LOWPVT-4:SBE, the individual looks at an illustration and must generate the word that best describes the object, concept, or action shown. Because of this inherent task difference, an individual's receptive vocabulary is generally larger than expressive vacabulary. Vocabulary tests such as the ROWPVF-4:5BE and EOWPVI-4:SBE, however, account {or this difference by using standardized scores. When all else is equal, individuals should show similar performance on these two tests when comparison is made through an age-based performance index such as standard scores. Obtained differences in performance, when significant, can be diagnostically important. On either type of test, with easy items it is a facile task to match words and pictures, or correctly name an image, butas itemsbecomemore difficult, individuals reach a point where, in some cases, they say, “! know what that is, but | can'tcome up with the word.” This is the common “tip-of-the-iongue” phenomenon that we all experience—we know what we are looking at or thinking of, but we can’t access the word that names it. Because the items have been arranged in developmental order, the individual will also reach a point (the test ceiling) where he or she truly doesn’t know the name of successive objects or concepts. Section 1: Introduction 11 Vocaputary DeveLopMENT Vocabulary is one component of language, and its development has long held a prominent place in both the educational and psychological fields. The abilities to convey ideas using verbal or other symbolic means (expressive language) and to understand what is heard or read (receptive language) are at the core of communication—a prominent characteristic of humans as social beings Vocabulary acquisition comes not only from direct experience but also indirectly via listening and reading. While a person may know what a particular object is by direct experience, that knowledge can also be gained by hearing or reading about it. Indeed, language in general is first learned incidentally by hearing it spoken in the environment (Pinker, 1994); its development is further enhanced in formal educational and/or occupational settings, as welll as by independent reading. Vocabulary, because it is readily observed and is such an integral part of observable language, allows one to easily gauge language ability, albeit peripherally. Vocabulary is more than 2 mere association of words and definitions. Knowing the meaning of a word often requires knowledge of a broader topic; it is topic knowledge that provides the context for assigning meaning to a word. For example, knowing the word “spatula” suggests the person knows how such an object is used and that the person has at least a rudimentary understanding of information related to cooking—the context in which such an object would be found. Vocabulary reflects how well an individual is able to comprehend the world. The ease with which a person assimilates new information into existing information usually provides an indication of how well that person can function in his or her environment. When observing vocabulary acquisition, faster growth rates were seen in monolingual compared to bilingual children, and larger vocabularies were noted for bilingual children who spoke mostly English (rather than mostly Spanish) at home (Vagh et al., 2009). A Head Start study documented that early (kindergarten) reading ability in English and Spanish was predicted by children’s language ability (Hammer, Lawrence, & cio, 2007); that is consistent with observations of monolingual English-speaking children. This and other research has identified English oral-language proficiency as being critical for bilingual students’ literacy development. A study of the predictive nature of vocabulary to reading by Uccelli and Paez (2007) found that bilingual children’s average standard scores on English and Spanish vocabulary were below the monolingual mean; and despite showing provements in English vocabulary, the majority of children continued to score below the monolingual mean in first grade. The influence of culture and experience on vocabulary cannot be ignored. Indirect experience with constructs, particularly via educational and. social settings, plays a prominent role in vocabulary acquisition (Stahl, 1999). One of the influences on a child's acquisition of vocabulary that has long been established by numerous research studies is the mother's education level. A recent study confirmed that link when the vocabulary ability of children attending Head Start preschool ‘was shown to be related to maternal education. That study also showed that the 12 Expressive One-Word Picture Vocabulary Test-4: SBE children’s preschool vocabulary and letter-word identification predicted, in part, their reading ability in kindergarten (Hammer, Farkas, & Maczuga, 2010). The more experience one has with formal education, the higher are the scores obtained on vocabulary and reading tests; this effect persists even into adulthood. Across development, approximately 10% of the score variance can be attributed to sociodemographic factors (Saykin et al., 1998). In general, one’s vocabulary increases throughout childhood and early adulthood, remaining fairly stable through about the 60s, then may decline slightly in late adulthood (Singer, Verhaeghen, Ghisletta, Lindenberger, & Baltes, 2003). The utility and robustness of vocabulary development is reflected in its inclusion in the diagnosis of a number of developmental disorders. Identification of early correlates of receptive and expressive language delay or impairment is one Of the primary diagnostic criteria for the diagnosis of autism spectrum disorders (ASD) and is considered an important predictor for later outcome (Luyster, Kadlec, Carter, & Tager-Flusberg, 2008). When studying the overall functioning of children with language delays, those with expressive delay were more likely to have social- emotional problems, while those with receptive delay were more likely to have pervasive developmental problems, and those with delays in both realms were more likely to be substantially delayed in all developmental domains (Tervo, 2007). Poor expressive language is also evident in schizophrenia (Bearden et al,, 2000) 'tis important, then, that developers of vocabulary assessments take steps to include words encountered in a wide variety of settings, as well as provide normative samples that are truly inclusive, with persons of all backgrounds represented. Vocasutary AssessMENT UTILity Vocabulary tests provide information about a skill that has a significant bearing ‘on success in a variety of endeavors. Usually, they are quick and easy to administer while providing objective, valid, and reliable results. Given the ubiquitous nature of vocabulary, it comes as no surprise, then, that it is related to cognition, language ability, and academic achievement. The relationship to each of these constructs is discussed in this section, Vocabulary and Child Cognition Terman (1916) identified vocabulary as one of the single best predictors of cognitive ability. Research over the years has confirmed that a strong relationship exists between vocabulary and cognitive ability, particularly verbal ability (Bornstein & Haynes, 1998). Vocabulary is acquired through experience in the home, at school, and in the community. While some vocabulary is acquired through intentional instruction from caregivers and teachers, and through self-study, its likely that the majority of words we know are learned incidentally. Those who have a facility {or this type of learning are atan advantage in developing their vocabulary and general knowledge. Section I: Introduction 13 Of course, opportunity to learn also weighs heavily in this equation, As it turns out, there is a reciprocal relationship between the extent of an individual’s vocabulary and the amount of exposure an individual has to new words—the largest source of acquired vocabulary appears to be reading material (Stahl, 1999). Those who have the most sophisticated reading skills tend to be the most prolific readers and consequently are the most successiul in further developing their vocabulary (Stanovich, 1986). While cognitive ability no doubt plays a role in vocabulary acquisition, opportunity to learn is clearly an important contributing factor. Results from vocabulary tests such as the FOWPVT-4:SBE, therefore, do not offer a direct index of cognitive ability. Vocabulary reflects world knowledge, which may be affected by a variety of other factors. Inference about an individual's cognitive ability based on the results of a vocabulary test should be substantiated through more comprehensive assessment. Vocabulary and Adult Cognition Changes in vocabulary function over time are also important when assessing adults, not just children. Picture-naming tasks—especially the Boston Naming Test (Kaplan et al., 1983) have long been used to assess various aspects of adult cognitive functioning. The ability to name on demand (Le., to access semantic information) is relatively stable until most people who do not have cognitive disease reach their 70s or older, even though performance on personal recall tasks (i.e, to access episodic information) declines slightly through adulthood (LaBarge, Edwards, & Knosevich, 1986; Albert, Heller, & Milberg, 1988; Chen et al., 2001; Singer et al, 2003; Vandenberghe, 2004; Zec, Markwell, Burkett, & Larsen, 2005). {In normal aging (without dementia), it is common for adults to have difficulty when retrieving proper nouns, yet have relatively litte difficulty when retrieving names of objects (Rendell, Castel, & Craik, 2005). Other characteristics of normal aging include being able to name actions as easily as one names objects (Mackay, Connor, Albert, & Obler, 2002), and showing equal facility when naming biological (living) and nonbiological (nonliving) entities (Whatmough, et al., 2003), Recent imaging research by Brambati et al. (2006) has delineated separate neural subsystems for naming living entities (the medial right anterior temporal areas) as Opposed to naming nonliving entities (the left posterior middle temporal gyrus): those neural systems are affected differently by the normal aging process. There is some indication that in normal aging, verb-naming facility decreases slightly after age 50, while object naming, remains stable (Ramsay, Nicholas, Au, Obler, & Albert, 1999), However, in persons with neurocognitive diseases, those naming patterns change. When performance on picture-naming tasks is examined, instead of the equal facility shown in normal aging. persons with Alzheimer’s disease and those with mild cognitive impairment find it much harder to name biological (living) 14 Expressive One-Word Picture Vocabulary Test-4: SBE entities and much easier to name nonbiological (nonliving) entities (Whatmough et al, 2003; Fung et al., 2001). The difficulty seen in Alzheimer’s patients when naming animate objects (while retaining the ability to name inanimate objects) is much more pronounced than any such difficulties seen in persons with Parkinson's disease or in much older persons without disease (Daum, Riesch, Sartori, & Birbaumer, 1996). Longitudinal studies (Miller, Rogers, Siddarth, & Small, 2005; Chen, et al., 2001) have now established that confrontational naming of objects is impacted most in those who will later develop Alzheimer’s disease. These types of ‘naming patterns in Alzheimer's disease have proven to be reliable and have been confirmed in a number of studies (including LaBarge, et al., 1986; Bowles, Obles, & Albert, 1987; Daum, et al., 1996; Vuorinen, Laine, & Rinne, 2000; Whatmough et al., 2003; Howieson et al,, 2003; Vandenberghe, 2004; and Miller et al., 2005). Martin (2010) recently presented evidence that an English-speaking sample ‘of adults with mild or suspected Alzheimer’s disease had mean EOWPVT-4 scores about two-thirds of a standard deviation below the age-related median scores, and the differences between the EOWPVI-4 and ROWPV/-4 scores were significant, as well, in all but two cases. Vocabulary and Language Ability Vocabulary is only one aspect of language, but individuals tend to learn the other components (phonology, syntax, grammar) simultaneously and in a generally prescribed order Children express their first words around age 1, and by age 3 their vocabularies have grown to a few thousand words. By age 6, children’s speech is structurally similar to that of adults, but without the richness of an extensive vocabulary (Pinker, 1994). Vocabulary and language are intertwined; word leaming (ie., vocabulary development) is one of the core components of language acquisition (Gaskell & Ellis, 2009). Children learn vocabulary as they increase knowledge about their world (objects, actions, locations, properties); therefore, vocabulary changes are readily apparent as the child develops. The word combinations used by children allow them to express semantic relationships in sentences that use increasingly complex grammar (Rescorla & Mirak, 1997). The majority of children acquire language readily and accurately without apparent difficulty. However, developmental disorders leading to language impairment are probably the most common form of childhood developmental disability. The prevalence of language delay in preschool-aged children has been estimated to be 7.6%, while in kindergarten-aged children, 7.4% were found to meet criteria for specific language impairment (SLI) (Silva, 1980). The wide range of language disorders related to vocabulary acquisition and speech production include language delay, aphasia, and expressive/receptive language disorders; these are reviewed in Rapin (1996). The term SLI has been used to identify children with language impairment in the context of normal cognitive function; however, Section 1; Introduction 15 evidence is increasing that SLI is associated with a range of impairments in other developmental domains, Tests of receptive vocabulary are less sensitive in identifying children with language impairment than more broadly based tests of language (Tomblin, Records, & Zhang, 1996; Tomblin, Records, Buckwater, Smith, & O'Brien, 1997). Some developmental disorders are ofien first noticed as a change or delay in the child's vocabulary; such is the case with autism spectrum disorders (ASD). Other language disorders can also first be noticed as difficulties with expressive and/or receptive language. In any case, early identification and remediation are crucial to ensure the best possible outcome (Sharp & Hillenbrand, 2008). Vocabulary tesis such as the EOWPVI-4:SBE can be useful in determining the current level of an individual’s vocabulary, and tracking that ability over time. Because receptive language measures are less sensitive to the effects of language disorders (Webster, Majnemer, Platt, & Shevell, 2004), the inclusion of expressive and receptive vocabulary tests, when combined with tests of other aspects of language, can help establish a comprehensive profile of an individual's language abilities. Vocabulary and Academic Achievement The importance of the role of vocabulary is underscored by continued research into the effect that vocabulary has on an individual's academic success (Baker, Simmons, & Kameenui, 1998). Formal education is primarily a language-based activity that is dependent on extracting information from what is heard and read. Those with the richest vocabularies are at an advantage in all anguage-related academic endeavors. The importance of this advantage is easy to see when we consider the increasing language demands facing students as they proceed through the school years. Vocabulary, as well as general knowledge, is cumulative, and the learning of new words and topics is built on previous understanding. Individuals with the most well-developed vocabularies are the best prepared to understand progressively more complex information. Both expressive and receptive vocabulary knowledge were shown to be independently related to pre-reading skills in 2nd- and 3rd-grade children, Expressive vocabulary and listening comprehension skills were found to be related to word identification abilities (Wise, Sevcik, Morris, Lovett, & Wolf, 2007). Children diagnosed with reading disorders often show a difference between expressive and receptive language skills, with significantly lower scores on receptive than on expressive language tests (Stojanovik & Riddell, 2008). When examining the influence of four predictor tasks (phonemic awareness, Picture vocabulary, rapid naming, and single word reading) on reading ability over time, Wood, Hill, Meyer, and Flowers (2005) showed that these accounted for 88%, 76%, 69%, and 69% of the variance, respectively, in first, third-, and eighth- grade reading scores. 16 Expressive One-Word Picture Vocabulary Test-4: SBE The relationship between vocabulary and reading comprehension has long been established in educational research (Nagy, 1988). Scarborough (1998) stated that vocabulary is as important as phonemic awareness and fluency when predicting a child's reading ability. Vocabulary ability is related 10 differences in reading comprehension ability at all ages (Stanovich, 1986) because word knowledge reflects topic knowledge, which facilitates understanding of what is read. The importance of this relationship is reinforced when we look at longitudinal data indicating that poor readers in first grade cemain poor readers throughout the grades unless remedial efforts are implemented (Juel, 1988). These students have relatively limited vocabulary and poor reading comprehension. While assessment of vocabulary does not serve as a general inclex of reading comprehension or other areas of academic achievement, vocabulary is clearly an important component in the reading and leaming process. Even in children who have had head injuries, vocabulary ability shortly afier the accident predicted reading and spelling ability 24 months later (Catroppaa & Anderson, 2004). SummMary— Use OF THE ROWPVT-4:SBE. Clearly, results irom vocabulary assessment can provide important information that, when combined with other test results, can help identify an individual's profile of abilities related to academic achievement. The ROWPYF4:SBE is a reliable measure of a person’s ability to name objects, actions, and concepts, and can provide additional information that is useful when: + Documenting vocabulary development. Naming objects, actions, and concepts (ranging from familiar to obscure) provides a comparison of one individual’s vocabulary relative to same-aged peers. + Assessing reading skill. The relationship between vocabulary and reading is clear: Those with restricted vocabulary have difficulty comprehending on-level reading materials. Additionally, individuals with poor reading skill tend to read less than their better-reading peers and, therefore, diminish their opportunity to build vocabulary. * Screening for early language delay. Since the ROWPVT-4:SBE engages even young children and because vocabulary is an important academic skill, lhe ROWPVT-4:SBE can be used as one part of a screening program for children entering preschool or kindergarten. * Examining word/concept retrieval in aphasics. An inability to access and retrieve specific words (an expressive task) when seen with a more- preserved ability to recognize objects or concepts after hearing the word {a receptive task), can give clinicians an insight into a client's word- finding difficulties. Because the ROWPVT-4:SBE was co-normed with the FOWPVI-4:SBE, a valid comparison of receptive and expressive vocabulary can be made. Section 1: Introduction 17 * Seekinganindirectindicationof some cognitiveskills Bocausevocabulary acquisition is related to the efficiency with which an individual learns and functions, it can provide a peripheral, indirect view of some aspects of cognitive ability. Cognition is multifaceted; receptive vocabulary is only one skill contributing to the mix, so one’s vocabulary ability can provide a link to the overall construct. Vocabulary ability in_and cof itself should e seen as_a direct substitute jor a comprehensive assessment of Cognition, although it usually correlates strongly with cognitive measures that have a basis in verbal ability (.e., subtests that utilize verbal tasks), Certainly, any change in vocabulary (recognition) skills should warrant further investigation as to the cause, * Evaluating intervention programs. Asa reseatch tool, the ROWPVT-4:SBE can be used to evaluate the effectiveness of various types of intervention Programs. For example, in programs designed specifically to increase vocabulary oF to improve reading comprehension, the ROWPVT-4:SBE can serve as one measure of the effectiveness of such programs, Caveats As a test of spoken English and Spanish vocabulary, the ROWPVT-4:SBE samples only a focused subset of skills in what we regard as an individuals total constellation of abilities. Results irom the ROWPVT-4:SBE should be used in conjunction with other measures to understand more fully an individuals profile oF exer! abies. Since performance on this test can be affected by a variety Of factors, including hearing problems and visual deficits, poor performance oy the test must be interpreted in light of other findings, Results of a vocabulary test such as the ROWPVT-4:5BE cannot confirm, for example, that an individuel bas a learning problem, but the results can prompt the user to identity important Guestions about the individual and then to pursue answers through further, more specific evaluations. The ROWPVT-4:SBE assesses vocabulary that is heard and can provide jubortant information about this aspect of an individuals level of language functioning, While a comprehensive evaluation of language skills requires more than an examination of the individual's ability to understand meanings of single words, administration of the ROWPVF-4:SBE provides a practical, objective, and efficient first step in this process. 18 Receptive One-Word Picture Vocabulary Test-4: SBE Section 2: GENERAL TESTING CONSIDERATIONS This section provides information about topics that are important to consider in the general use of the ROWPVT-4:SBE. Included in this discussion is information about examiner qualifications, as well as information pertaining to the effective administration of the test EXAMINER QUALIFICATIONS The ROWPVT-4:56E is intended to be used by speech-language pathologists, psychologists, occupational therapists, rehabilitation specialists, school psychol- ogists, counselors, learning specialists, and others involved in assessing vocabulary and cognitive functions and planning remediation activities, Prior to administration of the test, the examiner should become thoroughly familiar with the administration and scoring procedures presented in this section and Section 3 of the Manual and should conduct several trial administrations. Examiners should be fluent in both English and Spanish, Interpretation of the test results must be conducted by individuals who have formal training in psychometrics and who have full knowledge of the use of derived scores and the limitations of test results, EXAMINEES The ROWPVT-4:SBE is appropriate for use with individuals ages 2 years 0 months through 70+ years. Norms are based on a representative sample of bilingual Spanish-speaking individuals residing in the United States; these individuals ranged irom primarily Spanish-speaking with some English, to primarily English-speaking with some Spanish. When used with individuals who do not meet this description, interpretation of test results must be made with caution. Section 2: General Testing Considerations 19 Testine Time The ROWPVT-4:SBE requires approximately 20 minutes to administer and 5 to 10 minutes to score. Although administration can normally be completed in a single session, it may be appropriate to extend the testing to more than one session with very young children or with anyone with severe disabilities. This will allow the person to become more at ease with the examiner, the testing environment, and the testing procedure, Testing in more than one session may also be necessary with examinees who show reluctance, resistance, or negative behavior. If sufficient motivation is not present or if the examinee is otherwise uncooperative, testing should be discontinued and resumed at a later date. Testing ENVIRONMENT Testing should be conducted in an environment that is free of visual and auditory distractions. In addition, the examinee should be calm and rested. When Practical, its recommended that testing be conducted in the early part of the day, since this isa time when individuals are likely to be rested and better able to attend to tasks that require sustained concentration. PREPARATION FOR TESTING Before administering the test, the examiner should record the examinee’s date of birth and determine the individual's chronological age in years and months, The Record Form provides spaces for these calculations, and further instructions are given in Section 3: Administration & Scoring of this Manual. Chronological age is used to identity the appropriate norms tables to use when scoring the test. The reason for testing the examinee should also be documented in the space provided on the Record Form, SEATING The examiner and examinee should be seated at a table or desk that is a comfortable height for the examinee. Seating should be arranged so that the Record Form is kept out of clear view of the examinee. In most cases, the examiner will want to sit diagonally or directly across from the examinee. In this configuration it is easy to keep the Record Form out of view. The test plates should be directly in front of the examinee at a comfortable viewing distance and positioned so that it is easy for the examiner to turn the pages smoothly. (Ifthe examinee usually uses eyeglasses, they should be worn during testing.) 20 Receptive One-Word Picture Vocabulary Test-4: SBE PREPARING THE EXAMINEE Prior to testing, engage the examinee in general conversation so that he or she will feel at ease. After the examinee has been given a chance to feel comfortable with the testing environment, the test should be explained. Before beginning testing, determine the examinee’s language dominance by obtaining answers to the questions on page 3 of the Record Form. All verbal directions for testing should be Presented in simple terms, and questions regarding the testing procedure should be answered. When the examiner feels the examinee is comfortable and understands the testing procedure, testing can begin. On some occasions (with younger children or with anxious adults) itis helpful to have another person (parent or family member) present to make the examinee feel secure. IF another's presence is necessary, it is important to caution that person not to hecome involved in the testing: the person should sit out of the examinee’s sight, should not prompt or interact with the examinee in any way, and should not engage in conversation with the examiner during the administration of the test. (It may be helpful to provide the visitor with a pad of paper and pencil so that he or she may make notes of any questions as they occur during the testing procedure.) Examiner BeHavior The examiner will be able to observe the examinee’s behavior during the administration of the test. Hyperactivity distractibility, poor attention, or mannerisms suggesting lack of self-confidence, fear of failure, and so on should be noted on the Record Form in the space provided. These observations should be taken into consideration when interpreting the results of the test. When itis apparent that such behaviors are preventing the individual from accurately demonstrating his or her ability, testing should be discontinued and resumed at a later date. Section 2: General Testing Considerations 21 Section 3: ADMINISTRATION & SCORING This section provides instructions for the administration of the ROWPVT-4:SBE to ensure accurate results. While instructions are summarized on the Record Form, examiners should read this section carefully, since important details about administration and scoring are discussed. The ROWPVF-+:5BE presents 180 pages of color illustrations, four per page, in an easel binding. The ROWPVT-4:SBE is untimed, but overly long response times should be noted, as they may indicate an underlying perceptual or cognitive difficulty. The ROWPVT-4:SBE does not have subtests and will yield one raw score, which will be converted to a standard score and percentile rank DETERMINING CHRONOLOGICAL AGE Chronological age must be determined prior to testing to determine which norms table to use when scoring, To calculate age, write the date of testing and the person’s date of birth in the spaces provided on the Record Form. Subtract the date of birth from the date of testing, beginning with the day column. When the dete-of-testing day is less than the date-of-birth day, bortow 30 days from the date- oftesting month (for this calculation, all months are presumed to have 30 days). If the date-of-testing month is less than the date-of-birth month, borrow 12 months from the date-of-testing year column. The results of these subtractions provide the chronological age. Do not round months up when days exceed 15. Examples are shown on the next page. 22 Receptive One-Word Picture Vocabulary Test-4: SBE 'n example A, no borrowing is required; the child's age is 10 years 2 months, AL ve 2of2 7d Paeciieans year Tonth day a2t2 _6 Dats of Birty year month: lay. Chronological Age £0. aR year month ~day> *Do not round months up by one if days exceed 15. In example B, borrowing is required, since the date-of testing month is less than the date-vé-birth month. The date of birth is then subtracted, and the child's age is calculated to be 15 years 10 months. sors as Date of Testing Bore ae as year montl day Date of Birth LIPS ff year month ere £0. years month “Do not round months up by one if days exceed 15. In example C, borrowing is also required, since both the date-ot-testing month and day are less than the date-oi-birth month and day. Thirty days are first borrowed from the months column, reducing months to 3. Then, 12 months (1 year) are borrowed from the year, reducing the year to 2011. The date of birth is then subtracted and the child’s age is determined to be 16 years 8 months. ; Zor x a Date of Testi Bore = eens year month day Date of Birth LEgS” __ ale / year ionth Cheonshiei See ees ee a wm ay *Do not round months up by one if days exceed 15. Criticat-Rance Testing ‘The ROWPVT-4:SBE presents items in order of difficulty so that only a subset of consecutive items, a “critical range,” will be administered; that range will be different for each individual. The critical range begins with a series of very easy items (the “basal”) and ends when the person's responses are consistently incorrect (the “ceiling”. Basals Section 3: Administration & Scoring 23 and ceilings are established for all examinees, regardless of age. The ROWPVT-4:SBE defines the basal as eight consecutive correct responses and the ceiling as four errors within six consecutive responses. \When scoring, it is assumed that all items below (Prior to, and therefore easier than) the basal would have been answered correctly if they had been administered; for this reason, credit is given for all items below the basal. Conversely, once the person has reached the ceiling, it is assumed that all tem beyond that point (which continue to increase in difficulty) would also have been answered incomectly. Age-based starting points are suggested in Table 3.1 and on the Record Form. Critical-range scoring ensures that examinees start with a measure of Success, are not unduly stressed by overly long administration times, and so remain engaged in the testing process, thus ensuring optimal performance and cooperation. In some rare cases, usually at the extremes of ability, a basal or ceiling will Not be established. If no basal has been established, consider item #1 to be the basal item. If no ceiling has been established, consider the last item (#180) to be the ceiling item. There may also be times that more than one basal and/or ceiling has been established. H this is the case, always use the highest hasal and lowest ceiling to determine the raw score. Asample scored Record Form is provided at the end of this section, TABLE 3.1 Suggested Age-Rased Starting Points 2.0 through 4.11 0 through 6-11, O through 9-11 | __item 35 10-0 through 12-17 | tem 50 13-0 through [item 70 ‘| 16-0 and older Item 90 HOW TO ESTABLISH A BASAL: * A basal of eight consecutive correct answers must be established for all examinees (unless starting at the first itern; then the first item is the basal item). * Begin at the age-related starting point (see Table 3.1 or the Record Form). * If an error is made during the first eight items administered, work backwards until you obtain eight consecutive correct responses, then continue forward where you left off. Do not re-administer any item. * Continue until the ceiling is reached, HOW TO ESTABLISH A CEILING: * A ceiling must be established for all examinees (unless all items have been administered—then the last item is the ceiling item). 24 Receptive One-Word Picture Vocabulary Test-4: SBE + The ceiling is reached when the examinee makes four errors within six consecutive responses. + Do not administer items past the ceiling item. Directions For ADMINISTRATION Before administering the ROWPVT-4:5BE for the first time, read. all instructions carefully. At the start of the testing session, briefly explain the general nature and purpose of the testing and answer any questions the person may have. For most persons itis sufficient to tell them that the purpose of testing is to determine how well they can match a spoken word to a picture. (Detailed explanations are best left until after testing has concluded.) Once testing begins, do not engage in any casual conversation until the testing is finished. Attempts by the examinee to engage in conversation during testing are significant behavioral observations, though, and should be noted on the Record Form. The cover of the Record Form provides spaces in which to record client identification and other pertinent iniormation prior to the start of the test session. There is also ample space to record behavioral observations. Before starting, make sure the examinee is seated comfortably. Place the test plate booklet squarely in front of the examinee at his or her midline, at a comfortable viewing distance, and so it does not induce glare—it should not be tipped or placed at an angle. During the test session, general encouragement may be necessary to maintain the examinee’s motivation, but do not give any specific coaching. Do not praise the examinee for correct answers, nor should you withhold a response (or give a lesser response) only for incorrect answers, If the examinee is concerned about his or her performance, just explain briefly that no one is expected to know all the words. Do not ever tell the examinee the correct answer during or after the test—this could affect all future testing performance. Ifthe examinee says he or she doesn’t know the answer, encourage a response. ‘After the second time this happens on a given item, mark the item as incorrect and continue testing PRESENTATION OF Test PLATES The rate of presentation can be adjusted for each individual. While the test is not timed, do not allow an inordinate amount of time (more than 20 or 30 seconds} for a response, since this may cause the examinee to lose focus and ultimately become frustrated. Set a comfortable pace that keeps the examinee on task. To Control the pace of presentation, the examiner—not the examinee—should turn the pages in the test plate booklet. Begin with the age-related starting point shown on the Record Form (and in Table 3.1). Always start by briefly explaining the task to the examinee. Say: “Te mostraré algunas imagenes. Quiero que sefiales a la imagen o que me digas el nimero de Section 3: Administration & Scoring 25 {a imagen que muestra la palabra que yo digo. Vamos a practicar."/"1 am going to show you some pictures. 1 want you to point to, or tell me the aumber of, the Picture that shows the word | say. Let’s practice first” Always start with all four of the examples (A through D) that are provided, regardless of the age of the examinee, so that objects as well as concepts are modeled. Unlike with the EOWPVT-#:5BE, cues and prompts are mot allowed beyond saying the word in the other language if the person does not undenered the word when it is first spoken. Once its clear that the examinee understands the task, begin testing at the Suagested age-related stating point shown on the Record Form land in Table 3.1 » important: The examples may be used as many times as necessary to teach the (ask before proceeding with the administration. Do not use other plates to teach the task Recorpine Responses Always record the answer chosen (do not use shorthand and be sure to make a mark for every item) so that all responses can be reviewed later, Space is Provided next to each item in which responses can be written, If al responses are Hanen: the examinee will not be able to glean any clues as to the conectness of his of her answers; a written record also is useful to note any consistent response Patera, When (esting, itis helpful to put a slash (“/”) through the item number of an incorrect answer; this helps provide visual reference when establishing basals and ceilings. The following recore ling guidelines are Provided to facilitate scoring. © TFaresponse is correct: Write the response choice in the space follow ng the item. * If the response is incorrect: Puta slash (/*) through the item aumber, and write the response choice in the space next to the word. * It may also be helpful to record which language the person used when responding correctly, especially if the item was presented in both languages (because the word was not understood in one language). To do {hat, circle the “S” or “E” following the response line on the Recerd Form This information may help indicate the language with which the person is ‘mest comfortable (it may nat be the language the person identifies as his or her primary language.) Scorina umber of Comect responses up through the ceiling iter. All responcee belons the basal are considered correct. Note: if more than one basal ender ceiling is Setablished, use the highest basal (ll items below are considered correct) and re lowest ceiling (all items beyond that are considered incorrect) Count the number 26 Receptive One-Word Picture Vocabulary Test-4: SBE of errors between the basal and ceiling items and subtract the number of errors from the ceiling item number; that difference is the raw score. Space is provided ‘on the Record Form for this calculation. An example of the Record Form is shown on pages 28-33. Summary—ROWPVT-4:SBE INSTRUCTIONS 1. The ROWPVI-4:S8E is to be administered individually. 2. Find the starting point based on the person's age (sce the Record Form or Table 3.1). 3. Say: “Te mostraré algunas imagenes. Quiero que sefales a la imagen 0 que me digas el numero de la imagen que muestra la palabra que yo digo. Vamos a practicar.”/“I am going to show you some pictures. I want you to point fo, or tell me the number of, the picture that shows the word I say. Let's practice first.” Always start with all of examples A through D (regardless of the person's age), using the language with which the person is most comfortable; you may switch between languages as needed. Insiruct the person as needed, using these examples, until the task is understood. 5. Record all responses (see page 26), Establish a basal of eight consecutive correct responses. 7. Establish a ceiling of four errors within six consecutive responses unless the person “tops out’ (gets all items correct). 8. If you are using both tests, first administer the EOWPVT-4:56E and then the ROWPVE-4:SBE. Note: Cues and prompts are nat to be used, Section 3: Administration & Scoring 27 RECEPTIVE OneE-Woro PicTuRE VOCABULARY TEST SPANISH-BILINGUAL EDITION 41H Epmion Recorp Form 2 Z, Nome __E-Zetcx See Bender F Grade: School / Facility Ebi atetargtrominer Ls. ©) an mame Oe ane ae Eom ¢ ae ara bith Chronological Age a gen ae TP ae —— ‘Bonet round months up by one ifedays exceed 15. Comments: Sern Standard Scares Percenile r Fauivalent: J-J | Rank oe Confidence Level: 90% C53) (crcl one) Confidence interval": 29-2. 19 209.0 Receptive (ROWPVT-4) Standard Score Expressive (EOWPYT.A) Standard Score Dillecence ¢. Statistical Significance v{N) Perceat of Sample with >25% this Difference™ ~seetable D1 and D 2oftet man or values verapy Publications, 20 Commercial Biv, Novato, CASK969 Academie (000 422.7269 «Fax os) 950-9720 - wun Aeaomcthxcaycom -Rearer Ne. S21 ‘©2NyosrcTa ibs. A eed arta tre Ae aco 28 Receptive One-Word Picture Vocabulary Test-4: SBE Refer to the test manual for complete instructions. Language Dominance ifthe examinees deminar language 6 not known, determine this by asking the questions that appear on the nest page. Administration should startin the dominant language, but you may switch tothe ethor language whan necessary. General instructions * Ifthe examinee’s dominant language is Spaaish, say “Te mostraré algunas imigenes. Quiero que seales 2 la imagen © que me digas el nimero de la imagen que ‘muestra la palabra que yo digo. Vamos a practicar.” 1 tho examinoe's dominant language fs English, say “Lam going to show you some pictur point to, oF tell me the number of thel Note: Fither form of depending on what testing ter all Memple Roms to all nthe west plate that corresponds forthe exarinee’s chronologic] age (6) tems Meier, work bacewar until eight (8 consecutive ot establishes on the fist ci Ccorect responses are made. Then work forward unt four (4) incorrect responses are made in six (6) consecutive items. (Oo not re-adminiser any items.) TORN meee Scoring: Write down the response ta slash through the ‘nite, Puta jem number for an incorrect response Basal: stabished by eight (8) consecutive correct responses Ceiling: Established by fou () errors in (0 conse responies Recording Responses: Recon in the space at word all esponses, whe avoid ling he penn kl ight on Spaniy fr dominant Larglage, prompt the spond 19 the em in his or her nendomingginguage. Ifthe examinee msponds cortectly tovether lany age, the hem is counted correc cle “Ei the conect answer was given for English: cle *S" ithe correc: answer was given or Spanish = = Cars Rem PS) ee eal deine on 8 ES a Nipearasy Se oe and crete rooegntet 50 tus £23 | suai SY" Zoo otra 1 rsh Flare) es Tonstrthe tow scrote page || Toil SH “Hf more than ore ceiling er basal fs established, use the lowest ceiling and the highs basa Section 3: Administration & Scoring 29 yaaa Pees PART 1. if information about the examinees dominant la iage Is not readily available (rom parents or teachers for ction), deterrne the examinee’s dominant language by conversing with the xamince in Spanish and English. ASE the questions below to learn about his or her use of each language. Based on your discussion, sta test ach. istation with the dominant language, but when needed, you may uee the other language; likewise, responses may be given in other language. Adults 2, Which language do you speak at Fome with your Family? Goan) Eng Both 2 We am mms Gen) tog th ie doer diced aa spt School-Age Children ‘Which language do you usally use to speak to your mother? Span Eng Boch 206 idioma sueles utilizar para hablar con tu madret 7. Which angunge do you uually se to speak to your rend when notin school? Span’ Eng Gan) 2Qué idioma ustizasregularmente para hablar con tus amigos cuando no ‘tas en la escuela? ©. In which language ae the television programs you usually watch? 2m qué idioma som los programas de television que sueles ver? 9. Which language does your teacher usally 1s inthe claseoom! span Cem) bath ‘Qué iiorsa usa tu maestro per lo general en el aula (salon de clase? x 10. Which lnuge days ct pa yo ar se nom Goi ‘Qe iors vl fsa Ton as aren en 11 ui tgge yo till youre GE tos

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