performance on the contrast, definition, “categorisation questions” and story
generation tasks. During post test 3 children’s performance on the naming task was
significantly correlated with their performance on all the other understanding tasks.

Is there any correlation between children ^,s existing vocabulary knowledge (expressive and
receptive) and their performance on the naming and multiple choice tasks ?

• Children’s performance on the naming and multiple choice tasks was significantly
correlated with their existing vocabulary knowledge (expressive and receptive).

Is there any relation between children ^,s prior lexical knowledge by semantic domain and the
acquisition of the target words ?

• Children’s existing vocabulary knowledge for animals was positively correlated with
the acquisition of the target words describing animals. On the other hand, children’s
existing vocabulary knowledge for artifacts was not related to the acquisition of the
target words describing artifacts.

Comparing children ^,s performance across the post test measurements

• Children’s performance varied by the type of measurement across testing. In general
they performed significantly better on the multiple choice and association tasks. They
performed at a lower level on the “World knowledge questions”, naming, definition
and contrast tasks. The worst performance was observed on the “Categorisation
questions” and the story generation tasks.

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