Measuring Explicit Word Learning of Preschool Children: A Development Study Purpose The purpose of this article is to present preliminary results related to the development of a new measure of explicit word learning. The measure incorporated elements of explicit vocabulary instruction and dynamic assessment and was designed to be sensitive to differences in word learning skill and to be feasible ... Research Note
Newly Published
Research Note  |   July 06, 2017
Measuring Explicit Word Learning of Preschool Children: A Development Study
 
Author Affiliations & Notes
  • Elizabeth Spencer Kelley
    University of Missouri–Columbia
  • Disclosure: The author has declared that no competing interests existed at the time of publication.
    Disclosure: The author has declared that no competing interests existed at the time of publication. ×
  • Correspondence to Elizabeth Spencer Kelley: kelleyej@health.missouri.edu
  • Editor: Krista Wilkinson
    Editor: Krista Wilkinson×
  • Associate Editor: Carol Miller
    Associate Editor: Carol Miller×
Article Information
Development / Newly Published / Research Note
Research Note   |   July 06, 2017
Measuring Explicit Word Learning of Preschool Children: A Development Study
American Journal of Speech-Language Pathology, Newly Published. doi:10.1044/2017_AJSLP-16-0074
History: Received May 10, 2016 , Revised September 8, 2016 , Accepted December 13, 2016
 
American Journal of Speech-Language Pathology, Newly Published. doi:10.1044/2017_AJSLP-16-0074
History: Received May 10, 2016; Revised September 8, 2016; Accepted December 13, 2016

Purpose The purpose of this article is to present preliminary results related to the development of a new measure of explicit word learning. The measure incorporated elements of explicit vocabulary instruction and dynamic assessment and was designed to be sensitive to differences in word learning skill and to be feasible for use in clinical settings.

Method The explicit word learning measure included brief teaching trials and repeated fine-grained measurement of semantic knowledge and production of 3 novel words (2 verbs and 1 adjective). Preschool children (N = 23) completed the measure of explicit word learning; standardized, norm-referenced measures of expressive and receptive vocabulary; and an incidental word learning task.

Results The measure of explicit word learning provided meaningful information about word learning. Performance on the explicit measure was related to existing vocabulary knowledge and incidental word learning.

Conclusions Findings from this development study indicate that further examination of the measure of explicit word learning is warranted. The measure may have the potential to identify children who are poor word learners.

Supplemental Material https://doi.org/10.23641/asha.5170738

Acknowledgment
This study was funded by a grant (URC-14-081) from the University of Missouri–Columbia Research Council, awarded to Elizabeth Spencer Kelley.
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