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NAQ
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N
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•  Spelling accuracy grew as a function of number of exposures
(including test exposures), rather than training condition.
•  Even words in the control condition improved over test times.
•  Children with higher WRAT Spelling scores were more
accurate at all test times than children with lower scores (p<.
001).
LAQ
L
%#$+
+8+
•  Children with higher general vocabulary knowledge earned
higher scores during learning than children with lower
vocabulary knowledge (p=.05).
•  Group X Condition interaction approached significance (p=.075)
•  Higher vocabulary group showed similar performance across
conditions (p=.63). Lower vocabulary group had more difficulty
generating synonyms for words in the 4 Sentence condition
than in the 4 Word (p=.03) or Non-familiarized (p =.07)
conditions.
U
T
S
R
Q
P
O
N
M
L
• %.*0,3.*+,.+.)*8/+/.708*
$%(.*8%0$$%#$.*(+8.#*.(7+6(.:/'%((/%*
.%7%*#0$)*%*#/+0.#08+./.+)$%#$+*/0.%*0
/*0*/6.%*#(.*%*#0.%(/A
• $%(.*8%0$$%#$/'%((/8.*+00:
)%(%.%;1+*+*%1+*>8$./$%(.*8%0$(+8.
/'%((/8.*#17(:%),0:%*6)%(%.%0:8%0$
8+./%*0$P*0*+*%1+*A
• 
*6)%(%.%0:8%0$8+./,.%+.0+(.*%*#%*+0
/%#*%*0(:%*!6*$%(.*B/'*+8(#+8+.)*%*#/
00/1*#A
• .+.)*+*8+./.+)P+.)%(%.%;1+*
+*%1+*8/*+0/%#*%*0(:%.*0.+)
,.+.)*+.8+./.+)0$+*E)%(%.%;
+*%1+*+*0$:*+*:)0$%*#+.:*+*:)
*.1+*0/'/A$%/*%*#%/+*/%/0*0.+//+6.
0$./06%/A
• 
*$%(06:M>8+/.7/)((*0+.8+./
0$0$*)%(%.%;%*0$P/*0*+*%1+*
,.%+.0+(.*%*#A
*$%(06:NF,./*0$.G>8
+/.7/%)%(.0.*%*0$:*+*:)0$%*#0/'
60*+0%*0$:*+*:)*.1+*0/'A
.0/0
))%0+/0 (:+/0
•  Familiarity ratings increased after training (p<.001).
•  Familiarity ratings did not differ between familiarization
conditions (p=.43)
•  Neither individual differences in spelling ability nor in general
vocabulary knowledge influenced familiarity ratings (all p>.8).
++"%
NAQ
#'##
• /6(0//6##/00$03$80/%*/,((%*#*
3.%600+*6).+9,+/6./0+,.%*08+.+.)/>
.#.(//+9,+/6.0:,A
• 
*+*0./0>3$80/+.'*+8(#+8+.)*%*#/
.,**0+*9,+/6.-6(%0:AC)%(%.%0:D8%0$%/+(0
8+.+.)/%*+0%),.+7(.*%*#+8+.)*%*#/A
• +0$(+8*$%#$/'%((#.+6,/8.(0+(.*8+.
)*%*#/.+)$%#$+*/0.%*0/*0*+*090/A
• 9,(%%0%*/0.61+*%*8+.)*%*#/>0$0%*(6/9,+/6.
0+$%#$-6(%0:>$%#$+*/0.%*0+*090/>):$(,6(%*
(+/%*#7+6(.:#,/08*$%#$.*(+8./'%((#.+6,/A
N
MAQ
M
LAQ
L
.0/0
• 
*%7%6(%.*/%*#*.(7+6(.:'*+8(#*
/,((%*#%(%0:%*!6*8+.(.*%*#+7.1)A
M
O
.0/0
))%0+/0 (:+/0
•  Synonym matching scores for trained words increased across
test times (p<.001).
•  Significant Group X Test Time interaction (p<.001).
•  Children with higher general vocabulary knowledge showed
significantly greater growth than children with lower scores
(p =.005).
•  When groups were collapsed, performance for words in the 4
Sentence condition was marginally better than for the 4 Word
(p=.03) and Non-familiarized (p=.09) conditions. No significant
differences were observed in divided groups.
!
• $%(.*B/'*+8(#+0.#08+./,((%*#/%*.//
./6(0+/$.*6).+9,+/6./>%*(6%*#0/09,+/6./A
• C)%(%.%0:D(/0+%),.+7/,((%*#A
MAQ
++$
M
LAU
LAT
LAS
LAR
LAQ
LAP
LAO
LAN
LAM
L
• $%(.*B/'*+8(#+0.#08+./,((%*#/*)*%*#/
%*./+((+8%*#0.%*%*#A
• 7*,.+.)*+*+*0.+(8+./>8$%$+*(:,,.
+*0/0/>%),.+7+7.1)A
N
"$+%#
LAT
L
'"+
O
$$'$"/
6;**A(+
/(+I)%(+9A/A6
))%0+/0 (:+/0
•  Synonym generation scores for trained words increased
across test times (p<.001).
•  Significant Group X Test Time interaction (p=.012). Children
with higher general vocabulary knowledge showed greater
growth than children with lower scores.
•  Synonym generation scores did not differ between
familiarization conditions (p=.44).
"+-(+.%,*++ %
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/06*0/*0$./+('+.0+.:/$++(+.0$%.
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%$('+>6.%((.>$.%/1*+6(%*>.:.+'>*.%**
6+.0$%.//%/0*8%0$0+((1+**,.+//%*#A