A thesis submitted in partial fulfilment of - Queen Margaret University

any other fictional stories so he was asked to describe his day thus far, which he
found very difficult to respond in spoken form and was unable to give any written
response (see Appendix 5.3e). C5’s conversational speech featured wordfinding
difficulties with prolonged delays when retrieving target words. Although
C5 knew the name of letters when writing he often asked questions such as
“how do you write an R?” It would be predicted that C5 would demonstrate
learning of the new vocabulary in spoken form and in writing but may have
difficulties spelling the novel words. Word finding difficulties may also be a
feature of the new learning.
5.10.1.4 Rehearsal and consolidation of learning
C5 employed 91% of the allocated independent learning time to rehearse and
consolidate the new learning. During this time he wrote the creature names
beside their images and listened to the audio recording a number of times for
each session. He was also heard rehearsing the words under his breath.
5.10.2 Demonstration of learning the new vocabulary
C5’s performance on each assessment task is presented in Table 5.19 below
with a summary of his ability to learn the new vocabulary for both immediate and
delayed recall assessments.
5.10.2.1 Immediate recall
C5 recalled 11 creature names in spoken form requiring cueing for all 20
creatures to aid recall (five phonemic and 15 syllable cues) and made one
phonemic error. Occasionally C5 made semantic errors with already familiar
words, for example, target word - FRUIT, response = VEGETABLES and
vEGETATION. There was some within-session interference from the new words
(e.g. session one - target and response - SOÄpaIn, target - saÄtl, response =
saÄtaIn; session two – target and response -meItOÄ; target - dZønflIz, response =
dZønfOÄ). C5 recalled 14 new words in written form and made nine spelling
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