For preschoolers, word knowledge falls on a continuum: A novel framework for capturing the incremental process of word learning.

Abstract

In gaining word knowledge, children's semantic representations are initially imprecise before becoming gradually refined. We developed and tested a framework for a digital receptive vocabulary assessment that captured varied levels of representation as children learn words. At pre-test and post-test, children selected one of four images to match a word's meaning: a correct target, a conceptually-related foil, a thematically-related foil, and a phonologically-similar foil. We expected that selecting a conceptually related foil would indicate that the word is understood at a deeper level than selecting a phonologically similar foil. Indeed, selection of phonological foils decreased from pre- to post-test, while selection of more advanced thematic and conceptual foils increased. These results demonstrate that this assessment tool probed semantic knowledge that might be characterized as intermediate word knowledge. The current paper presents a novel and sensitive way to capture the incremental process of word learning. Applications for vocabulary interventions are discussed.