A thesis submitted in partial fulfilment of - Queen Margaret University

pathways). She also demonstrated word-finding difficulties when naming
pictures and occasionally offered semantically related words for targets (for
example, target – glass, responses = drink, beer, milk then glass). C9 was
unable to narrate the Cinderella story either in spoken or written formats. It was
predicted that C9 would be unable to demonstrate the learning of the new
vocabulary in spoken or in written form but would rely on evidencing this
learning through recognition, categorisation and word-picture matching tasks.
5.14.1.4 Rehearsal and consolidation of learning
While C9 understood all instructions throughout baseline assessment and
training procedures she was unable organise her learning and required
guidance. To ensure that she had the same rehearsal opportunities as other
participants the audio recording was played twice and guidance was provided
for each practise task for each training session. Although C9 was offered the full
30 minutes for each session she used 71% of the independent learning time.
5.14.2 Demonstration of learning the new vocabulary
C9’s performance on each assessment task is presented in Table 5.27 below
with a summary of her ability to learn the new vocabulary for both immediate
and delayed recall assessments.
5.14.2.1 Immediate recall
As Table 5.27 indicates C9 was unable to recall any of the new words either in
spoken or in written form despite being given two phonemic and 17 syllable
cues. She did not recognise any of the new words in either listening or reading
form identifying only already familiar words. C9 did however match pictures to
the correct number of syllables for ten of the words (50%) and was able to
match initial syllables to their correct final syllable for nine words. She also
matched three new words (listening) and five new words (reading) to their
correct pictures. While C9 found it difficult to learn the new vocabulary detailed
205