A thesis submitted in partial fulfilment of - Queen Margaret University

word-finding difficulties evidenced by the lengthy time required to retrieve many
of the words.
Table 5.15
C3’s detailed performance on learning new vocabulary
Assessment (type) Raw score Assessment (type) Raw score
IR DR IR DR
CR – NAME (S) 18 9 Read aloud (R) 14 14
CR – NAME (W) 20 15 W-P match – NAME (L) 16 18
CR – SKILL (S/W) 18 3.5 W-P match – NAME (R) 15 16
CR – HABITAT (S/W) 14 10 W-P match – SKILL (L) 20 13
CR – FOOD (S/W) 15 10 W-P match – SKILL (R) 18 13
Recognition (L) 16 19 Categorisation–
17 10
HABITAT/FOOD (P)
Recognition (R) 16 14 Categorisation–
10 10
HABITAT/FOOD (R)
P-S match (P) 19 18
Syllable completion (R) 20 18 TOTAL SCORE 266 210.5
5.8.2.2 Delayed recall
C3 retrieved nine new words in spoken form requiring five phonemic and 13
syllable cues to aid recall and made three phonemic errors. She also recalled 15
new words in written form and made eleven spelling errors. Again she had many
word-finding difficulties evidenced by slow response time but was motivated to
recall the words. C3 could match the initial syllables of 18 words with their final
syllable indicating that she had retained most of the new words’ word form
knowledge but required additional information about the new words to aid recall.
5.8.2.3 Summary of new learning
C3 demonstrated the learning of the new vocabulary by recalling 83% of
information learned for the immediate recall assessment tasks. She retained this
learning in long-term memory recalling 66% of information in delayed recall
assessments, equating to remembering 80% of original information learned in
the training sessions. As predicted C3 demonstrated word-finding difficulties
(see section 5.8.1.3). C3 only spelled 1.5 non-words correctly at baseline
measures indicating a difficulty spelling non-words yet she only made spelling
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