The link between phonological memory and vocabulary acquisition

Abstract

The present study investigated two issues: (1) whether two measures of phonological memory, non‐word repetition and non‐word memory span, were related to acquired vocabulary at the age of 5 years; and (2) whether these measures of phonological memory could predict the ability of children to learn new words. Children's phonological memory, spatial memory and receptive vocabulary were assessed in one session. Next, a new colour word was introduced incidentally, followed by the explicit instruction of three new words and their definitions. The children were tested on word production and word comprehension for all of the words, and additionally for recall of definitions for the three taught words. They were retested one week later. The findings confirmed that phonological memory was significantly related to acquired vocabulary at age 5. Phonological memory was also a significant predictor of the ability to learn new words as tested by production and delayed comprehension measures for explicitly taught words. It did not predict word learning for the incidentally introduced word.