A thesis submitted in partial fulfilment of - Queen Margaret University

was non-fluent with many repetitions and re-starts of initial phonemes, syllables
and some phrases. Perseveration was also notable (see narrative of Cinderella
story in Appendix 5.3b). P3 was consistently aware of his errors and attempted
immediate self-correction, becoming increasingly frustrated when unable to
achieve a target word. At single word level (see Table 5.10 and Figure 5iii) it
was predicted that P3 would be able to learn the word forms and word meanings
of the new vocabulary but would make some articulation errors when reading
aloud and spelling errors when writing the new words. Qualitative data
suggested that perseveration might be a feature of new learning for P3.
5.6.1.4 Rehearsal and consolidation of learning
P3 used the full 30 minutes of independent learning time to rehearse the new
vocabulary. During this time he studied the practise assessments without
physically completing them. He wrote the skills (or their initials) next to the
pictures and names that he had drawn as part of the training tasks, for sessions
one to three and utilised the audio pre-recordings for session four.
5.6.2 Demonstration of learning the new vocabulary
P3 had a very rushed approach to all training and recall tasks. His performance
on each assessment task is presented in Table 5.11 below and his ability to
learn the new vocabulary is summarised for both immediate and delayed recall
assessments.
5.6.2.1 Immediate recall
P3 was able to recall 18 of the 20 new words in spoken form requiring four
syllable cues to aid recall. As predicted, perseveration appeared to interfere in
his ability to recall the other two words in spoken form being unable to inhibit the
perseveration of phonemes from the previous word, (e.g. target ‘køÄvOl’,
response wOntOÄ which followed the word waNgOÄ). Of the 18 correct words 40%
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