World knowledge questions
• All the children performed significantly better on the words describing artifacts than
in the words describing animals across testing. Separate analysis for each group
demonstrated the same pattern. The differences were found to be significant for the
Control, the Phonological control group, the Ostensive definition, Lexical contrast
and Definition group.
To what extent does the child’s prior lexical knowledge (Comprehension and Naming)
influence performance on the short questions task ?
Categorisation questions by baseline comprehension vocabulary
• Children with high level baseline comprehension vocabulary performed better than
children with low level baseline comprehension vocabulary. Significant differences
were found for post test 2 and 3. Separate analysis for each group demonstrated the
same pattern. Significant differences were found for the Lexical contrast group
during post test 1 and 3.
Categorisation questions by baseline naming vocabulary
• In addition children with high level baseline naming vocabulary performed better than
children with low level baseline naming vocabulary. Significant differences were
found for post test 2 and 3. Separate analysis for each group revealed the same
pattern. Significant differences were found for the Control group.
World knowledge questions by baseline comprehension vocabulary
• Children with high level baseline comprehension vocabulary performed better in the
world knowledge questions than children with low level baseline comprehension
vocabulary. However, the differences were not significant. Separate analysis for each
group demonstrated the same pattern. Significant differences were found for the
Ostensive definition and Definition group during post test 1.
World knowledge questions by baseline naming vocabulary
• Children with high level baseline naming vocabulary performed better than children
with low level baseline vocabulary knowledge. Significant differences were found for