7.4.1 The Baseline measures
Scoring criteria of the prior lexical knowledge (naming and comprehension) test
The maximum score a child could get at the naming test was 18. For the comprehension task
the maximum score was 18 as well. The target words had been excluded for that analysis as
confounding variables. Children’s success in the two tests was not found to vary across items.
The scores for the naming and comprehension tests were coded in low level and high level
(comprehension and naming) vocabulary. The splitting into high and low was made by
examining a stem and leaf plot. For this analysis half of the sample belonged to the high level
and the other half belonged to the low level. Low level naming score was given to a child
who scored between 1-13, while high level naming was given if the child scored between 14-
18 correct responses in the prior lexical knowledge (naming) test. Low comprehension
vocabulary was given to a child who scored between 1-16, while high level comprehension
was given if the child scored between 17-18 correct responses in the prior lexical knowledge
(comprehension) test.
7.4.1.1. Prior lexical knowledge (comprehension, naming) tests
Table 7.5 presents groups’ performance on the baseline naming and comprehension
vocabulary tests in means and standard deviations. Statistical comparisons between the two
baseline measures per group is also presented.
Table 7.5 Children’s performance (means and sds) on the baseline measures
|
Comprehension_____ |
____Naming____________________ | |||||
|
Mean |
Sd |
____Mean___ |
Sd |
T |
Sig. | |
|
Control |
16 |
1.1 |
12 |
1.8 |
12.2 |
.000 |
|
Pho.Control |
16.1 |
1.7 |
12.3 |
2.8 |
11.4 |
.000 |
|
Ostens. Definition |
16.5 |
1.2 |
11.8 |
1.9 |
11.5 |
.000 |
|
Lex. Contrast |
15.5 |
1.5 |
13 |
2.4 |
5.3 |
.000 |
|
Definition_________ |
16.8 |
1.5 |
13.9 |
1.7 |
7.6 |
.000 |
Abbreviations: Pho.Control = Phonological control; Ostens.Definition = Ostensive Definition; Lex.Contrast =
Lexical Contrast
Children’s baseline vocabulary for comprehension was higher than their baseline vocabulary
for Naming. That was evident for each of the groups. The statistical comparison (Т-test for
196
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