Degree Name

Master of Science (MS)

Semester of Degree Completion

1997

Thesis Director

Gail J. Richard

Abstract

Child language-learning is a complex process that varies for each individual child. Researchers have found that children learn from viewing professional television programs specifically designed for children, such as Sesame Street. Professional television programming principles can be adopted to produce amateur educational videos. Video may also be a viable option to provide repetitive models to improve vocabulary acquisition within speech-language pathology. The purpose of this study was to measure the effect of direct stimulation with amateur educational videos on a child's general and specific vocabulary acquisition.

A six-week experiment included an initial two-week control period, a two-week experimental period involving amateur educational video viewing, and finally, a second two-week control period. During the experimental period, the children were separated into two groups, a one-time viewing group and a repeated viewing group. At the end of each two-week period, general and specific vocabulary skills were assessed. The children were tested individually for general vocabulary skills using the Peabody Picture Vocabulary Test - Revised (PPVT-R), Forms L and M. Specific vocabulary knowledge was assessed individually using a clinician-designed twenty-five word receptive language assessment based on vocabulary presented in the video.

Analysis of variance repeated measures yielded significant results for specific vocabulary skills at a .005 level of significance. There were no significant differences between the subjects' scores for any of the testing sessions. Results for general vocabulary knowledge were not significant.

These findings support the conclusion that amateur educational video viewing can positively impact specific vocabulary knowledge. The increase in specific vocabulary knowledge following video viewing may be, in part, promoted by these experiences. The results have some implications for speech-language pathology.

1) Video can provide the same stimulation over and over again.

2) Amateur video viewing can increase specific vocabulary acquisition.

3) Amateur video may give clinicians an opportunity to develop their own videos to provide stimulation.

4) Video therapy may be more time and cost effective for both clients and professionals.

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