Abstract

Vocabulary growth during the preschool years is critical for language development. Preschool children with developmental disabilities often have more difficulty with learning and developing language, therefore making more errors in vocabulary. It is important to recognize what type of errors children are demonstrating, especially as it relates to receptive and expressive language abilities. This study explores the error patterns preschool children with developmental disabilities make during receptive and expressive single word vocabulary tests. A secondary analysis of preexisting data was conducted from a sample of 68 preschool children with developmental disabilities ranging in severity. Based on a coding system developed by the author, errors were classified according to type. The majority of the errors children made were classified as No Response types of errors, with the second most common error being Semantic Perceptual errors of receptive and expressive picture naming tasks. Understanding the types of errors preschool children with disabilities make will help to enhance their language and therapy needed to thrive as a learner, especially as they begin elementary school.

Thesis Completion

2017

Semester

Spring

Thesis Chair/Advisor

Towson, Jacqueline

Degree

Bachelor of Science (B.S.)

College

College of Health and Public Affairs

Department

Communication Sciences and Disorders

Location

Orlando (Main) Campus

Language

English

Access Status

Open Access

Length of Campus-only Access

5 years

Release Date

11-1-2022

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