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.