Another Look at the Influence of Maternal Education on Preschoolers’ Performance on Two Norm-Referenced Measures

Oct 15, 2026

Uploaded by jay

The study examined preschoolers’ performance on two norm-referenced measures, the Preschool Language Scale–4 (PLS-4) and Peabody Picture Vocabulary Tests–III (PPVT-III), focusing on families with college-educated mothers. Using secondary analysis of previously collected data, it compared results with findings from Qi and colleagues on lower-income families. Mean standard scores were at or above the upper end of the normative mean and substantially exceeded lower SES group means. Results indicate that SES-based subsample norms yield distinct but overlapping distributions, supporting the inclusion of subsample norms for more equitable interpretation.

LanguageEnglish

CategoryResearch & Report

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Reading Time28 min

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Abstract

Study Purpose and Design

Participants and Measures

Key Findings

Implications for Eligibility Decisions and Norms

Another Look at the Influence of Maternal Education on Preschoolers’ Performance on Two Norm-Referenced Measures Alyson D. Abel, PhD 1, C. Melanie Schuele, PhD, CCC-SLP2, Karen Barako Arndt, MS, CCC-SLP3, Marvin W. Lee, PhD4, and Kathryn Guillot Blankenship, PhD, CCC-SLP5 Communication Disorders Quarterly 2017, Vol. 38(4) 231–241 © Hammill Institute on Disabilities 2016 Reprints and permissions: [sagepub.com/journalsPermissions.nav](sagepub.com/journalsPermissions.nav)[ ](sagepub.com/journalsPermissions.nav)[DOI: 10.1177/1525740116679886](DOI: 10.1177/1525740116679886)[ ](DOI: 10.1177/1525740116679886)[cdq.sagepub.com](cdq.sagepub.com) Abstract The purpose of this study was (a) to describe the performance of preschool children from families with college-educated mothers on two norm-referenced measures, the Preschool Language Scale–4 (PLS-4) and Peabody Picture Vocabulary Tests–III (PPVT-III), and (b) to compare the findings with Qi and colleagues who reported PLS and PPVT scores forchildren from lower income families. The study involved a secondary analysis of previously collected PLS-4 and PPVT-III data. Participants included 146 typically developing preschoolers who attended preschools serving primarily children from college-educated mothers. Mean standard scores on both measures were at the upper end or exceeded one standard deviation above the normative mean with distributions that approximated normal. Means also greatly exceeded the lower socioeconomic status (SES) group means reported by Qi and colleagues. These results suggest that subsample norms, based on SES, yield multiple distinct but overlapping distributions. Thus, test developers should consider providing subsample norms in addition to traditional population-based norms. Keywords SES, language, assessment, preschool School speech–language pathologists (SLPs) use norm-referenced measures for many purposes, including eligibility decisions for the disability category of speech or language impairment. The Individuals With Disabilities Education Improvement Act of 2004 (IDEA) defines conditions that must be met when conducting full and individual evaluations (see Appendix A). As such, SLPs must assure that chosen measures are “technically sound” and “selected and administered so as not to be discriminatory on a racial or cultural basis”(Sec. 614) . Because the federal definition of speech or language impairment is broad, individual state departments of education publish guidelines or requirements for eligibility decisions. Typically, these guidelines give prominence to a child’s performance on norm-referenced measures in determining eligibility as a child with speech or language impairment. For example, Missouri and Tennessee specify a standard score cutoff of 1.5 standard deviations below a measure’s norming sample mean (see Appendix B) to meet eligibility requirements. The study reported herein contributes to the discussion on identification of and eligibility determination for language impairment within the IDEA category of speech or language impairment. We address the challenges that ensue from the single population-based norms provided in the majority of, if not all, commercially published norm-referenced measures. We argue that norms based on a single aggregated norming sample can lead to discrimination on a cultural basis because family socioeconomic status (SES), often indexed by maternal education (Bradley, Corwyn, McAdoo, & Coll, 2001; Hoff, 2006), is a critical component of culture (see Note 1), particularly as it relates to school achievement (Waldfogel, 2012) . As a result, we argue further that a well-supported evidence-based practice is consideration of family SES in the interpretation of a child’s 1 San Diego State University, CA, USA 2Vanderbilt University, Nashville, TN, USA 3Radford University, VA, USA 4Tennessee State University, Nashville, USA 5Middle Tennessee State University, Murfreesboro, USA Corresponding Author:

FAQs

What was the purpose of the study regarding maternal education and preschool performance?

The study aimed to describe preschool children’s performance on PLS-4 and PPVT-III for families with college-educated mothers, and to compare those findings with earlier results for lower-income families.

How were the data analyzed in this research?

The study used a secondary analysis of previously collected PLS-4 and PPVT-III data.

What do the findings suggest about using norm-referenced measures across socioeconomic groups?

The findings suggest that single population-based norms can disadvantage lower SES children and that SES-based subsample norms may produce multiple distinct but overlapping distributions, supporting provision of subsample norms.

Oct 15, 2026

Uploaded by jay