A thesis submitted in partial fulfilment of - Queen Margaret University

Table 5.17
C4’s detailed performance on learning new vocabulary
Assessment (type) Raw score Assessment (type) Raw score
IR DR IR DR
CR – NAME (S) 7 6 Read aloud (R) 13 18
CR – NAME (W) 7 5 W-P match – NAME (L) 20 8
CR – SKILL (S/W) 0 0 W-P match – NAME (R) 20 12
CR – HABITAT (S/W) 2 1 W-P match – SKILL (L) 20 7
CR – FOOD (S/W) 13 2 W-P match – SKILL (R) 18 9
Recognition (L) 20 20 Categorisation–
15 2
HABITAT/FOOD (P)
Recognition (R) 20 19 Categorisation–
9 4
HABITAT/FOOD (R)
P-S match (P) 15 15
Syllable completion (R) 16 16 TOTAL SCORE 215 144
Occasionally, C4 was unable to recall target responses but could recall some
word knowledge. Some examples of include: stating that the word was the
longest that session, how many words had a certain number of syllables or the
number of creatures that had the same type of habitat and food. C4 was able to
match all 20 creature’ names to their images both in listening and reading form.
He could also match the initial syllables of 16 words with their final syllable
indicating that he held knowledge about the new words but required additional
information about the new words to aid recall.
5.9.2.2 Delayed recall
C4 recalled six new words in spoken form for the delayed recall assessments
requiring two phonemic and 17 syllable cues. He also recalled five in written
form and required one written cue. While unable to recall many of the word
forms spontaneously, he demonstrated source memory when he recalled
exactly when three of the words were initially presented in the training sessions
(for example, THAT WAS ON DAY TWO I THINK, THE FIRST ONE ON DAY THREE etc.) and
there were also two of these observations that had some information correct,
FIRST ONE ON THIRD DAY (it was the first one presented but on the first day), LAST
ONE ON THE THIRD DAY (it was the last one but on the fourth day). While C4
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