A thesis submitted in partial fulfilment of - Queen Margaret University

and PLC pathways). C8’s speech was characteristic of dyspraxia where he
groped for the target sound and frequently self-corrected in an attempt to
achieve the correct word. On most occasions C8 did not achieve the target
words. His low score in naming pictures was felt to be exacerbated by dyspraxic
speech where he could retrieve the words from his semantic system but had
difficulties articulating the words accurately. C8’s spoken and written narration of
the Cinderella story is presented in 5.3h. It was predicted that C8 would be able
to demonstrate the learning of the new vocabulary but would contain articulation
and spelling errors.
5.13.1.4 Rehearsal and consolidation of learning
C8 utilised 46% of the allocated independent learning time to rehearse and
consolidate the learning of the new vocabulary. During this time he completed
the practise assessments and played the audio recording once for each session.
5.13.2 Demonstration of learning the new vocabulary
C8’s performance on each assessment task is presented in Table 5.25 below
with a summary of his ability to learn the new vocabulary for both immediate and
delayed recall assessments.
5.13.2.1 Immediate recall
C8 recalled five words in spoken form requiring two phonemic and nine syllable
cues to aid recall. C8 made phonemic errors for three of the words (e.g. target
fËta…g, response = kËta…). C8 recalled 13 new words in written form and only
required one letter cue. He made spelling errors for eight of these words (e.g.
target - MAYTOR, response = MATLOR; target - FEETOKEL, response = FREETOL).
While C8 recognised 13 (listening) and 11(reading) words he made four false
positive and two false negative responses for the listening task. He matched the
correct number of syllables with target pictures for 17 words and 11 initial
200