To what extent does the child’s prior knowledge (Comprehension and Naming) influence the
provision of stories T,
The children with high level baseline comprehension vocabulary provided more stories than
children with low level baseline comprehension vocabulary across testing. Significant
differences were found for post test 3 (Mann-Whitney U: Z=2.4, p<.05). Separate analysis
for each group demonstrated the same pattern. Significant differences were found for the
Definition group during post test 1 (Mann-Whitney U: Z=2.09, p<.05).
In addition children with high level of baseline naming vocabulary provided more stories
than children with low level baseline naming vocabulary across testing. Significant
differences were found for post test 2 (Mann-Whitney U: Z=2.5, p<.05) and post test 3
(Mann-Whitney U: Z=2.3, p<.05). Separate analysis for each group revealed the same
pattern. However, the differences were not significant.
Qualitative analysis
Children’s stories included a variety of properties mentioned about the target words’
meaning. In addition, during their story-tellings they referred to the target items in different
ways. First, the different types of properties mentioned are analysed and then the different
ways of reference to the target word follows. The different properties mentioned in
children’s stories are presented in the following table:
Table 7.17 Types of properties mentioned in children’s stories
|
Type__________________ |
__________Example__________________________ |
|
No/ irrelevant stories Descriptive properties______ |
If no or irrelevant stories were provided E.g. where the target item can be found If they mentioned the function of the item If they related the target word with others from the ______If they described the target item_____________________ |
The distribution of the properties mentioned in children’s stories is presented on figure 7.34
below.