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Examining Performance on a Process-Based Assessment of Word Learning in Relation to Vocabulary Knowledge and Learning
Elizabeth Spencer Kelley1, Howard Goldstein2
1Department of Speech, Language, and Hearing Sciences at the University of Missouri-Columbia, Columbia, Missouri.
Seminars in Speech and Language
|April 20, 2019
Summary
Vocabulary knowledge in young children predicts reading comprehension. A study found that how children learn words and their existing vocabulary knowledge strongly relate to their progress in vocabulary intervention.
Area of Science:
- Child language development
- Speech-language pathology
- Educational psychology
Background:
- Vocabulary knowledge is a key predictor of reading comprehension in children.
- Speech-language pathologists (SLPs) use standardized measures for vocabulary assessment.
- Process-based assessments offer insights into children's word learning abilities and inform intervention.
Purpose of the Study:
- To explore the relationship between vocabulary knowledge, word learning, and intervention outcomes in preschoolers.
- To investigate the predictive potential of process-based word learning assessments for intervention response.
Main Methods:
- Preschool children completed a knowledge-based vocabulary measure and a process-based word learning assessment.
- Participants engaged in 3–11 weeks of vocabulary intervention.
- The study analyzed the correlations between these measures and intervention gains.
Main Results:
- Vocabulary knowledge, process-based word learning performance, and intervention learning were strongly interrelated.
- Process-based assessment effectively predicted response to vocabulary intervention.
Conclusions:
- Process-based word learning assessments can inform SLPs about a child's learning trajectory.
- These assessments may guide decisions on intervention intensity and target specific phonological and semantic skills.
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