▼ Research was conducted using a single subject design format to examine the modality preference of two young children, twenty-two month old twin females, who were introduced to new vocabulary words during four home visits. The purpose of this study was to determine which modality (i.e. sign or verbal) facilitated word learning. Two independent variables were considered, modality and level of difficulty (i.e. “easy” versus “difficult” words). Abilities were rated using a four-point (0-3) scale ranging from a score of 0 (no production) to a score of 3 (accurate sign or verbal production). A descriptive analysis was completed. The analysis indicated that (a) individual children may have preferred word learning modalities and (b) words that are multisyllablic or require combinatorial hand movements may not be more difficult for children to learn. Advisors/Committee Members: Kaderavek, Joan.

▼ Currently, there are very few assessments used to measure, aggregate, and compare young children’s science learning. The Preschool Science Assessment Protocol (PSAP) is an assessment instrument designed to fulfill this need. The purpose of this study was to investigate the reliability and validity of the PSAP. Specific foci included (a) investigating alternate form reliability between two matched versions of the assessment protocol, (b) investigating inter-rater reliability, and (c) investigating the validity of the PSAP by comparing children’s language performance on the PSAP and the Clinical Evaluation of Language Fundamentals (CELF-P2). Children participated in two expository adult-child book reading sessions; questions posed during the book reading documented children’s ability to respond to “science language” consisting of (a) prediction, (b) WH-questions, (c) causal relationships, (d) argumentation, and (e) vocabulary. Advisors/Committee Members: Kaderavek, Joan N.