A thesis submitted in partial fulfilment of - Queen Margaret University

some word-finding difficulties with both occasional semantic and phonemic
errors. It would be predicted that C6 would demonstrate learning of the new
vocabulary in spoken and written format but may have difficulties spelling the
novel words. Word finding difficulties may be a feature of this learning.
5.11.1.4 Rehearsal and consolidation of learning
C6 utilised 63% of the allocated independent learning time to rehearse and
consolidate learning of the new vocabulary. During this time he wrote the
creature names beside their images and listened to the audio recording a
number of times for each session.
5.11.2 Demonstration of learning the new vocabulary
C6’s performance on each assessment task is presented in Table 5.21 below
with a summary of his ability to learn the new vocabulary for both immediate and
delayed recall assessments.
5.11.2.1 Immediate recall
Table 5.21
C6’s detailed performance on learning new vocabulary
Assessment (type) Raw score Assessment (type) Raw score
IR DR IR DR
CR – NAME (S) 11 2 Read aloud (R) 20 20
CR – NAME (W) 15 8 W-P match – NAME (L) 8 4
CR – SKILL (S/W) 2.5 0 W-P match – NAME (R) 8 6
CR – HABITAT (S/W) 4 6 W-P match – SKILL (L) 11 13
CR – FOOD (S/W) 6 3 W-P match – SKILL (R) 15 4
Recognition (L) 19 18 Categorisation–
10 0
HABITAT/FOOD (P)
Recognition (R) 20 18 Categorisation–
6 0
HABITAT/FOOD (R)
P-S match (P) 19 14
Syllable completion (R) 15 16 TOTAL SCORE 189.5 132
C6 recalled 11 new words in spoken form requiring nine phonemic and seven
syllable cues. He made five phonemic errors (e.g. target - dÄipl, response = dipl;
target - fitøk´l, response = fitOl; target - jamtOÄk, response = jamak). C6 also
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