Assessing Word Learning: The Use of Dynamic Measures

The dynamic assessment of word learning was less influenced by environmental factors than the static vocabulary measures; however, the data also revealed a more complicated outcome. Differences emerged between the participants in the high-risk, low-risk and language disability groups, not just on the static measures of vocabulary, but on almost every measure. This finding indicated that by first grade, measures of underlying aptitude and ability are also affected by environmental variables. Further, the results indicated that the initial theoretical model of vocabulary development used for this study did not account for the complete picture of vocabulary development. A revised theoretical model of word learning and vocabulary development was necessary to account for the underlying language aptitude and the demographic factors that influence vocabulary development. There were a number of clinical implications of the findings, both for the use of standardized static and nonstandardized measures.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Speech and Hearing Science

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Burton, Vera Joanna

Contributors dc:contributor

• Watkins, Ruth V.

• Sociology, Public and Social Welfare

Language dc:language

eng

Identifier

(MiAaPQ)AAI3182228

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/85206