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    Strategy Use and Performance on Word Learning Tasks

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    Author
    Raiff, Amy Marie
    Issue Date
    2017
    Advisor
    Alt, Mary
    
    Metadata
    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    Purpose: We explored performance across time in a word-learning task for second grade children. Method: Our participants included 107 children: 48 typically developing monolinguals, 30 typically developing bilinguals, 14 dyslexic only, four with language impairment, and 11 with comorbid dyslexia and language impairment. After meeting inclusionary criteria, children participated in six session of pirate-themed games. This study focused on one aspect of the word-learning game, the phonological-visual linking task. We compared participants' average scores across each session to explore the possibilities of distinctive patterns of learning, perseverance, or boredom shown across time. Results: Cluster analysis revealed five different clusters of performance. The largest cluster, Group 5, contained the largest percentage of children from each category, except the language impairment category. Group 5 performed the best and showed improvement over time. Group 1 was the worst group, starting with fair accuracy and gradually becoming less accurate over time. Group 1 consisted of a fairly even percentage of children from each category. Conclusion: Impaired children and typically developing children are both capable of increased learning across time in this phonological-visual linking task, and children with impairments are not at significantly greater risk than peers for boredom effects.
    Type
    text
    Electronic Thesis
    Degree Name
    B.S.
    Degree Level
    bachelors
    Degree Program
    Honors College
    Speech, Language, and Hearing Sciences
    Degree Grantor
    University of Arizona
    Collections
    Honors Theses
    Honors Theses

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