A comparison of combined sound-meaning vocabulary instruction versus semantic instruction on vocabulary, phonemic awareness and decoding in 5-6 year olds

The dataset relates to an experimental PhD study of 273 pupils aged 5-6 in the UK.  Background information was gathered on each child, followed by testing of vocabulary, phonological processing and literacy skills at three timepoints.  T1 assessment took place prior to a vocabulary teaching intervention, T2 assessment was directly afterwards and T3 was four months later.  Ethical approval was granted by the University of Sheffield Reference Number 019719.

本数据集关联于一项在英国进行的针对273名5至6岁儿童的实验性博士研究。研究人员对每位儿童收集了背景信息，并在三个时点对其词汇、语音处理和读写能力进行了测试。T1评估在词汇教学干预之前进行，T2评估随即进行，而T3评估则是在四个月之后。该研究已获得谢菲尔德大学伦理审查批准，批准编号为019719。