A thesis submitted in partial fulfilment of - Queen Margaret University

C3’s narration of the Cinderella story is presented in Appendix 5.3c. It was
predicted that C3 would be able to demonstrate learning of the new vocabulary
successfully in spoken form but may have difficulty reading aloud and spelling
the new word forms unless they became registered as real words in her lexicon.
5.8.1.4 Rehearsal and consolidation of learning
C2 utilised the full 30 minutes of independent learning time for all training
sessions to rehearse the new words. During this time she practised saying the
details under her breath, wrote down the creature details and listened to the
audio recording a number of times for each session.
5.8.2 Demonstration of learning the new vocabulary
C3’s performance on each assessment task is presented in Table 5.15 below
with a summary of her ability to learn the new vocabulary for both immediate
and delayed recall assessments.
5.8.2.1 Immediate recall
C3 recalled 18 of the new words in spoken form requiring three phonemic and
two syllable cues and made nine phonological errors (e.g. target løndÄ´l
response lønd´l; target zËdOp response zËdÄOp). There was within-session
interference from newly learned words (perseveration) as follows. Session one –
target and response one = FUTARG; target two - SHORPINE, response = PENTAG;
target three - DREEPLE, response = PENTAN; target four - PENTAR, response =
PENTAN; target five - SARTLE, response = STARTLE; Session two – target and
response one = MAYTOR, target two - JUNFLIZ, response = JAYTOR. C3 could
successfully self-correct on most occasions. Another interfering factor was C3’s
difficulty inhibiting the lexicalisation of words on a number of occasions e.g.
STARTLE instead of SARTLE and SNAIL instead of SNAITLE. C3 recalled 20 of the
new words in written form making seven spelling errors (e.g. target - HAMEKIN,
response = HAMKIN; target - YAMTORK, response = YAMOCK). C3 had significant
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