A thesis submitted in partial fulfilment of - Queen Margaret University

GOB pathways). C2’s speech was characteristic of spoken dyspraxia where he
groped for the target sound and frequently self-corrected in an attempt to
achieve the correct word. On most occasions C2 did not achieve the target
words. His low score in naming pictures appeared to be exacerbated by
dyspraxic speech where he could retrieve the words from his semantic system
but had difficulties articulating the words accurately. Although he found this
frustrating he used writing single words and drawing successfully to effectively
communicate his message. C2 was unable to narrate the Cinderella story either
in spoken or written formats. It was predicted that C2 would be unable to
demonstrate the learning of the new vocabulary in spoken form but would rely
on evidencing this learning through drawing and writing. It was also expected
that C2 would have difficulty spelling the new word forms unless they became
registered as real words in his lexicon.
5.7.1.4 Rehearsal and consolidation of learning
C2 rehearsed the new vocabulary for the full 30 minutes of independent learning
time for all training sessions. During this time he practised the completion of the
assessments, listened to the audio recording and wrote down the creature
details a number of times for each session.
5.7.2 Demonstration of learning the new vocabulary
C2’s performance on each assessment task is presented in Table 5.13 below
with a summary of his ability to learn the new vocabulary for both immediate and
delayed recall assessments.
5.7.2.1 Immediate recall
C2 recalled four of the new words in spoken form requiring two phonemic and
six syllable cues to aid recall. Three of these words contained phonemic errors
(e.g. target pOpkInEl, response pOpkINaI; target jamtOÄk, response jamtOÄ).
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