The Oral Core Vocabulary of Typically Developing English-Speaking School-Aged Children: Implications for AAC Practice

Abstract

This study analyzes the core vocabulary used by typically developing school-aged English-speaking children in the United States while participating in a variety of school activities. The language of typically developing children, some of whom spoke English as a second language was recorded, transcribed and analyzed to identify the most frequently used words across samples. An inventory of oral core vocabulary of typically developing school-aged children resulted from this analysis. This inventory can be used as a source list for vocabulary selection for school-aged children with AAC needs. Implications for vocabulary selection are discussed.

Generating acceptable Arabic Core Vocabularies and Symbols for AAC users

“…As all the speech therapists and teachers involved had worked for several years with AAC users, but were mainly from countries other than Qatar, it was felt that there should be a method to check acceptability within the community before releasing them for download, not just depending on the team's opinions. The team had already set up a Google+ method for initially evaluating iconicity and transparency [22].…”

“…It was noted that the Doha Arabic AAC user list (List a) contained 38 nouns in the top 100 words compared to none appearing in the English core vocabulary. It has been said that in English the use of nouns goes from 7% in the top 100 words to 20% in the top 300 [22] whereas in MSA the corresponding frequency levels are 26% and 45% according to one of the largest frequency lists [23].…”

Core vocabulary in written personal narratives of school-age children

“…In a recent survey of professionals, only 15% of clinicians with more than 13 years of experience reported leveraging word frequency information when selecting core vocabulary for an AAC system (Thistle & Wilkinson, 2015). The term core vocabulary refers to words that are frequently occurring which may be considered central to expressive vocabulary, and reflect a range of word classes that can be used across contexts (Boenisch & Soto, 2015; Witkowski & Baker, 2012). Given that clinicians may not be considering core vocabulary in word selection (Snodgrass, Stoner, & Angell, 2013), there may be insufficient lexical access for classroom literacy tasks and available vocabulary may not be sufficient to support desired growth in literacy development as the child engages in more sophisticated language experiences and complex language tasks in school (Sturm & Clendon, 2004).…”

Analysis on Base Forms of High-Frequency Predicates to Develop Augmentative and Alternative Communication Systems

“…. 핵 심어휘에는 대명사, 전치사, 의문사, 접속사 등과 같은 문법적인 기 능을 나타내는 구조어와 동사, 형용사, 부사, 명사와 같은 내용어가 포함되어 있으며 (Boenisch & Soto, 2015;Trembath et al, 2007), 특 별히 의사소통 환경에 영향을 받지 않고 아동과 성인 간에도 높은 공통성을 보이는 것으로 보고되고 있다 (Baker, Hill, & Devylder, 2000;Banajee et al, 2003;Hill, 2001). 반면에 부수어휘(fringe vocabulary)는 무수히 많은 낱말로 구성된 저빈도 어휘로 명사가 대 부분을 차지한다.…”

“…반면에 부수어휘(fringe vocabulary)는 무수히 많은 낱말로 구성된 저빈도 어휘로 명사가 대 부분을 차지한다. 핵심어휘와 달리 여러 사람에 의해 공통적으로 사용되기보다는 상당히 개별화되어 사용되거나 특정 상황에서만 사용된다 (Boenisch & Soto, 2015;Marvin et al, 1994;Robillard et al, 2014).…”