The Use of Peabody Tool in the Assessment of Passive Vocabulary in Preschoolers



The purpose of this study was to evaluate the experience of using the Peabody Picture Vocabulary tool to assess receptive vocabulary in preschoolers. The study involved 619 Russian-speaking children aged 3–7 years (M=67.80, SD=13.73), 48.3% of whom were boys. The Peabody Picture Vocabulary test-IV (form A) was used in the study. The article analyzed differences between children of different age groups from 3.5 to 7.5 years with a step of six months. It was found that there were significant differences in the ceiling items, the total number of errors, and the raw scores in children of different age groups. No gender differences were found. An analysis of the children's performance of series and individual tasks showed that the complexity of the tasks was unevenly distributed. As a result, the methodology in its current form does not work quite as it was intended by its creators: Moscow preschoolers go through a lot of series and spend a lot of time on the implementation of the methodology, which is due to differences in the lexical systems between Russian and English. In this regard, the tool is not optimal for use in its current form; the authors of the article propose to design a local tool for the assessment of the receptive vocabulary in Russian preschoolers.

General Information

Keywords: preschool age, speech development, receptive vocabulary, assessment of speech development, assessment methods, Peabody Picture Vocabulary Test

Journal rubric: Methods and Techniques

Article type: scientific article


Funding. The study was financed by the RSCF Grant No. 20-18-00457.

Received: 22.07.2022


For citation: Kartushina N.A., Oshchepkova E.S., Almazova O.V., Bukhalenkova D.A. The Use of Peabody Tool in the Assessment of Passive Vocabulary in Preschoolers [Elektronnyi resurs]. Klinicheskaia i spetsial'naia psikhologiia = Clinical Psychology and Special Education, 2022. Vol. 11, no. 4, pp. 205–232. DOI: 10.17759/cpse.2022110409. (In Russ., аbstr. in Engl.)


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Information About the Authors

Natalia A. Kartushina, PhD in Psychology, Researcher, Department of Psychology of Education and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University, Post-Doc researcher, Faculty of Psychology, University of Oslo, Oslo, Norway, Moscow, Russia, ORCID:, e-mail:

Ekaterina S. Oshchepkova, PhD in Philology, Senior Researcher, Laboratory of child psychology and digital socialization, Psychological Institute, Russian Academy of Education, Moscow, Russia, ORCID:, e-mail:

Olga V. Almazova, PhD in Psychology, Associate Professor, Developmental Psychology Department, Lomonosov Moscow State University, Moscow, Russia, ORCID:, e-mail:

Daria A. Bukhalenkova, PhD in Psychology, Associate Professor, Department of Educational Psychology and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University, Researcher, Laboratory of Child Psychology and Digital Socialization, Psychological Institute of Russian Academy of Education, Moscow, Russia, ORCID:, e-mail:



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