The assessment of vocabulary acquisition has long been a staple of standardized testing due largely to the strength of its relationship to other important variables including reading and writing skills, receptive and expressive language ability, general academic attainment, broad linguistic proficiency and competence, and even intelligence (Cattell, 1943; Schneider & McGrew, 2012; Thorndike, 1914). Many of the current and most widely used batteries of intelligence testing continue to include measures of vocabulary; this inclusion is in part related to the fact that factor analytic studies indicate that, depending on the number of factors in the model being tested, verbal ability (of which vocabulary is often a central component) can account for approximately 20% to 50% of the total variance in measures of general intelligence or ability (Ortiz, Flanagan, & Alfonso, 2017; Schrank, Decker, & Garruto, 2016). Likewise, direct measures of language routinely assess vocabulary as it represents one of the more salient hallmarks of language development (Milton, 2009). Also, considering the fact that testing of any kind requires effective communication between the examiner and the examinee, and that, according to Wilkins (1972), “without grammar very little can be conveyed, without vocabulary nothing can be conveyed” (p. 111), it becomes clear that overlooking vocabulary in any psychological assessment is likely to also overlook a substantial and powerful component of growth and development in a wide range of human abilities. For these and other reasons, the acquisition of vocabulary clearly carries significant implications beyond simply being an estimate of an individual’s word knowledge; it also becomes an important, and perhaps also necessary, aspect of most psychological, academic, speech-language, neuropsychological, and other evaluations.