Frequency of Word Usage by Hebrew Preschoolers: Implications for AAC Core Vocabulary

Autor/inn/en	Savaldi-Harussi, Gat; Uziel, Sigal
Titel	Frequency of Word Usage by Hebrew Preschoolers: Implications for AAC Core Vocabulary
Quelle	In: Augmentative and Alternative Communication, 39 (2023) 2, S.123-134 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Savaldi-Harussi, Gat) ORCID (Uziel, Sigal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-4618
DOI	10.1080/07434618.2023.2210671
Schlagwörter	Foreign Countries; Word Frequency; Hebrew; Preschool Children; Vocabulary; Augmentative and Alternative Communication; Peer Relationship; Interpersonal Communication; Adults; Psycholinguistics; Israel + Suchen Sie Ihr Suchwort? Ausland; Word analysis; Frequency; Wortanalyse; Häufigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wortschatz; Peer-Beziehungen; Interpersonale Kommunikation; Psycholinguistik
Abstract	This study's goal was to inform the selection of the most frequently used words to serve as a reference for core vocabulary selection for Hebrew-speaking children who require AAC. The paper describes the vocabulary used by 12 Hebrew-speaking preschool children with typical development in two different conditions: peer talk, and peer talk with adult mediation. Language samples were audio-recorded, transcribed, and analyzed using the CHILDES (Child Language Data Exchange System) tools to identify the most frequently used words. The top 200 lexemes (all variations of a single word) in the peer talk and adult-mediated peer talk conditions accounted for 87.15% (n = 5008 tokens) and 86.4% (n = 5331 tokens) of the total tokens produced in each language sample (n = 5746, n = 6168), respectively. A substantially overlapping vocabulary of 337 lexemes accounted for up to 87% (n = 10411) of the tokens produced in the composite list (n = 11914). The results indicate that a relatively small set of words represent a large proportion of the words used by the preschoolers across two different conditions. General versus language-specific implications for core vocabulary selection for children in need of AAC devices are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01