Investigating the Effect of Cognates when Using the PPVT for Measuring Dutch Children’s Receptive Vocabulary.
This paper focuses on the English vocabulary knowledge of Dutch children and compare between those who receive early English education and those who do not. We want to assess how well the PPVT-EN functions as a means to evaluate children’s English vocabulary. Cognates are significantly easier for Dutch children as they score much higher on items identified as cognates. We also see that children in grade 8 in early English schools are able to distinguish themselves from their counterparts receiving regular education by their performance on the non-cognate items, but not on the cognate items.We conclude that the cognate items do not have much benefit to the task and should preferably be removed for a more effective measure of English ability.
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