Abstract
The ability to define words with accuracy and precision can enhance the clarity of spoken and written communication in literate contexts. Thirty-six adolescents (mean age = 15;1) were asked to define 16 abstract nouns (e.g. burden, gratitude, friendship) in writing. Students who were strong readers (n = 18) outperformed those who were weak readers (n = 18) in providing definitions that were accurate, precise, and informative, reflecting the essential meaning of a term. Implications for instruction in word definition are offered for speech-language pathologists working collaboratively with classroom teachers.
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