SEMANTICS (CONCEPTS, VOCABULARY, AND WORD FINDING)
Now published by PRO-ED: all-in-one expressive and receptive vocabulary test!
MAVA: Montgomery Assessment of Vocabulary Acquisition Judy Montgomery AGES: 3‑0 to 12‑11 TESTING TIME: 30 minutes (15 for each section) ADMINISTRATION: Individual
Research tells us that children with large, rich vocabularies have better verbal, read- ing, and writing skills. MAVA evaluates a child’s knowledge of basic (Tier 1), high- frequency (Tier 2), and curriculum-based (Tier 3) words. This assessment includes up-to-date word choices, full-color illustrations, and everything else you need to evalu- ate the listening and speaking vocabulary of children ages 3-0 to 12-11. VALID AND RELIABLE The standardization samples for the MAVA included more than 1,300 children for the receptive test and more than 1,200 for the expressive test. Test–retest, inter-rater reliability, and concurrent validity are all very high and over .90. In comparing the tests of the MAVA to the Receptive One-Word Picture Vocabulary Test and the Expressive One-Word Picture Vocabulary Test , we found that the tests examine similar skills. COMPLETE MAVA KIT INCLUDES: Examiner’s Manual, Receptive Vocabulary Stimulus Easel, Expressive Vocabulary Stimulus Easel, 30 Receptive Vocabulary Record Forms, and 30 Expressive Vocabulary Record Forms, all in a black briefcase. (©2008)
#15013 MAVA Complete Kit
$380.00
#15014E MAVA Virtual Kit (Examiner’s Manual, Receptive Stimulus Easel, Expressive Stimulus Easel) . . . . . . . . . . ............ 265.00 #15014 MAVA Examiner’s Manual . . . . . . . . . . . . . . ............... 77.00 #15015 MAVA Expressive Vocabulary Record Forms (30) . . . . . ....... 48.00 #15016 MAVA Receptive Vocabulary Record Forms (30) . . . . . . ....... 48.00
PRETESTS AND SUBTESTS Pretest 1: Labeling —Name pictures with a one-word response. Pretest 2: Stating Functions —State a verb that describes the function of a specific noun. Subtest A: Associations —Name an additional item that is typically associated with a specific noun. Subtest B: Categorization —Name at least three items that belong to the specific category presented. Subtest C: Similarities —Compare two items, and state the similar characteristics that place them in the same category. Subtest D: Differences —Contrast two items, and state the differences between them. Subtest E: Multiple Meanings —State three definitions for each stimulus word. Each stimulus word is presented in three different sentence contexts. To receive full credit, the student must provide an acceptable definition for two of the three sentences. Subtest F: Attributes —Spontaneously describe a specific noun. Success on this task is evaluated by the number of different attribute areas, or depth of processing, that the student addresses without the use of prompts. COMPLETE LPT 3–ELEMENTARY KIT INCLUDES: Examiner’s Manual and 20 Test Forms. (©2005) #34050 LPT 3–Elementary Complete Kit $204.00 #34050AE LPT 3–Elementary Virtual Examiner’s Manual . . . . . ....... 140.00 #34051 LPT 3–Elementary Test Forms (20) . . . . . . . . . . ........... 55.00 This is a restricted product. Go to www.proedinc.com for details on user qualifications and to complete the User Acceptance Form.
LPT 3–Elementary: Language Processing Test 3– Elementary Gail J. Richard • Mary Anne Hanner
AGES: 5-0 through 11-11 TESTING TIME: 35 minutes ADMINISTRATION: Individual
Use the Language Processing Test 3–Elementary (LPT 3–Elementary) to diagnose language processing disorders in underachieving children. The test evaluates the abil- ity to attach increasingly more meaning to information received to then formulate an expressive response. The skills evaluated are discrete and carefully controlled, beginning with simple tasks and progressively increasing the language processing demand placed on the student. This hierarchical approach ensures evaluation of prerequisite skills for increased pro- cessing demand. There are two pretests and six subtests. Each subsequent subtest builds on the skills previously evaluated. The test items are valid clinical indicators of the ability to attach meaning to language.
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74 | 2025–2026 ASSESSMENTS
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