What is Secondary 4 English Vocabulary | Vocabulary Assessment, Diagnostic Testing, Learning Profiles and Targeted Repair for Grade 10

Secondary 4 English vocabulary assessment should answer a practical Grade 10 question: what exactly is stopping this student from understanding and using words effectively? Students, parents and teachers searching for Secondary 4 vocabulary, Grade 10 vocabulary, 10th grade vocabulary words, vocabulary assessment, vocabulary test, diagnostic vocabulary test, vocabulary size, vocabulary depth, academic vocabulary, vocabulary practice, vocabulary quiz, vocabulary worksheets and English examination vocabulary often see one total score. A single score can be useful, but it can also hide the actual problem.

A student can have broad receptive vocabulary but weak productive retrieval. Another can recognise definitions yet misuse collocations. Another can know many words but misunderstand multiple meanings. Another can write accurately when untimed but lose vocabulary under examination pressure. A useful Secondary 4 diagnostic therefore measures different dimensions: breadth, depth, form, meaning, use, morphology, semantic relationships, collocation, grammar, register, connotation, receptive knowledge, productive knowledge, retrieval speed, context inference and transfer across reading, writing, listening, speaking and academic subjects.

This article is the Grade 10 diagnostic owner under the Secondary 4 English Vocabulary apex. It complements the existing general Vocabulary Assessment guide by specialising the assessment logic for Secondary 4 performance and targeted repair. It also routes to the Breadth and Depth, Receptive and Productive Vocabulary, Lexical Precision, Retrieval and Spacing and Paraphrase and Summary owners. Its central proposition is that assessment is useful only when it changes the next teaching decision.

50-second diagnostic router

• If many high-utility words are unknown, assess breadth first.
• If words look familiar but comprehension remains weak, assess depth and multiple meanings.
• If definitions are strong but writing is repetitive, assess productive retrieval.
• If advanced words are misused, assess collocation, grammar, register and connotation.
• If spelling or pronunciation is unstable, assess form separately from meaning.
• If context-clue questions are weak, assess lexical inferencing and morphology.
• If paraphrase changes meaning, assess synonym boundaries, certainty, quantity and causal language.
• If words disappear after a week, assess delayed retention.
• If vocabulary works in English but not other subjects, assess transfer.
• If timed work collapses despite strong homework, assess access under cognitive load.
• If one total score is being used to explain everything, split the construct before adding more practice.

Assessment begins with purpose

Vocabulary testing is meaningful only when the purpose is explicit. Diagnostic assessment asks what the learner needs next. Achievement assessment asks what was learned from instruction. Placement assessment helps locate a learner within a programme. Proficiency assessment makes a broader claim about ability. One instrument should not silently change purpose after the score is produced.

For Secondary 4 tuition and classroom work, diagnosis is often the most useful purpose. The question is not “What rank is this student?” but “Which lexical process is currently limiting comprehension or expression, and what intervention is most likely to help?”

Reliability

Reliability concerns consistency. If a score changes dramatically because one set happened to contain familiar topics and another did not, interpretation becomes unstable. A ten-word quiz can be useful for weekly learning but is a weak foundation for a sweeping claim about vocabulary size. Strong diagnosis samples enough items and checks patterns across more than one task.

Validity

Validity concerns whether the intended interpretation is justified. A written multiple-choice vocabulary test may validly sample receptive meaning recognition. It does not automatically measure spoken production, collocation, pronunciation, transfer or exam-speed retrieval. A useful assessor always names what the test does and does not show.

Practicality

Assessment should not consume the learning programme. Broad screening can be brief. Depth should be sampled selectively. Existing writing, reading and oral responses are valuable evidence. The most practical diagnostic is often a combination of one short structured probe and authentic work the student has already produced.

Washback

Assessment changes study behaviour. Definition-only tests encourage definition-only study. Tests containing context, collocation, productive retrieval and application encourage richer learning. Good washback means the assessment pushes the learner toward useful language behaviour.

The Secondary 4 vocabulary construct

For Grade 10, vocabulary can be organised into several dimensions.

Breadth asks how much useful vocabulary is available.

Depth asks how richly important words are known.

Form covers spelling, pronunciation and morphology.

Meaning covers core concept, multiple senses and semantic relationships.

Use covers grammar, collocation, register and connotation.

Reception covers reading and listening.

Production covers writing and speaking.

Access covers retrieval speed and cue independence.

Retention asks what remains after time.

Transfer asks what survives context change.

Authentic performance asks whether the vocabulary supports real tasks.

A single score can sample only part of this system.

A practical diagnostic cycle

Screen broadly.

Identify a likely bottleneck.

Probe that bottleneck with a smaller focused task.

Check authentic work for the same pattern.

Teach one or two priority weaknesses.

Reassess with a comparable unseen task.

If the predicted change occurs, the diagnosis gains support. If it does not, revise the hypothesis instead of blaming the learner.

Current Secondary 4 context

The 2027 SEC G3 school-candidate listing identifies English Language as K300, and many other G3 subjects use English as the language medium. That makes cross-curricular academic vocabulary and transferable language practically important for Secondary 4 students in Singapore.

There is no need to invent a secret examination word list. Assessment should measure the language system students actually use for reading, writing, oral communication, listening and English-medium subject learning.

Research-informed foundations

Nation’s vocabulary assessment framework emphasises purpose, reliability, validity, practicality and washback, and distinguishes diagnostic, achievement, placement and proficiency uses. Schmitt and Schmitt discuss vocabulary size and depth assessment and the strengths and limitations of common test formats. Research on written receptive vocabulary size and levels tests cautions against overinterpreting those instruments, while vocabulary-assessment scholars have argued for stronger test development and validation.

The practical conclusion is straightforward: use several small measures that answer different questions rather than treating one vocabulary score as a complete model of the learner.

Sources and further reading

• Cambridge: Testing Vocabulary Knowledge and Use — I. S. P. Nation
• Cambridge: Assessing Vocabulary Knowledge — Schmitt & Schmitt
• Cambridge Core: Limitations of Size and Levels Tests
• Cambridge Core: Moving Vocabulary Assessment Forward
• SEAB: 2027 SEC G3 Syllabuses for School Candidates

Diagnostic clinic

Breadth recognition

Observed signal: Cannot identify basic meanings of many high-utility words.

Probe: Use a broad recognition sample across academic vocabulary.

Working interpretation: Low lexical coverage is likely. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Expand high-frequency and Tier 2 vocabulary. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Breadth free recall

Observed signal: Recognises options but cannot explain meanings independently.

Probe: Show headwords without choices and request simple meanings.

Working interpretation: Cue dependence is likely. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Add free recall and delayed retrieval. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Productive breadth

Observed signal: Writing repeats a narrow safe vocabulary.

Probe: Give meanings or scenarios and ask for appropriate words.

Working interpretation: Receptive knowledge exceeds active access. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Use meaning-to-word retrieval and no-list writing. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Core meaning

Observed signal: Uses words vaguely.

Probe: Ask for a simple definition and one example.

Working interpretation: Core semantic representation is unstable. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Re-encode with clear examples and non-examples. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Multiple senses

Observed signal: Misreads familiar words in new contexts.

Probe: Test issue current function volume and address across sentences.

Working interpretation: Polysemy depth is weak. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Teach common senses with collocations. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Word family

Observed signal: Knows analyse but not analysis or analytical.

Probe: Ask for related noun verb adjective and adverb forms.

Working interpretation: Morphological network is weak. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Use family trees and sentence transformation. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Prefix knowledge

Observed signal: Fails to use common prefixes as clues.

Probe: Use unfamiliar but transparent derivatives.

Working interpretation: Affix awareness is weak. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Teach high-utility prefixes with context verification. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Suffix knowledge

Observed signal: Word-class errors recur.

Probe: Ask what common suffixes signal.

Working interpretation: Suffix awareness is weak. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Link suffixes to part of speech. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Root knowledge

Observed signal: Academic words appear unrelated.

Probe: Probe common Latin and Greek roots.

Working interpretation: Root knowledge may be limited. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Teach roots as clues rather than exact definitions. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Spelling form

Observed signal: Meaning correct but spelling unstable.

Probe: Use dictation and meaning-to-written-word prompts.

Working interpretation: Orthographic form is weak. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Use written retrieval and morphology. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Pronunciation form

Observed signal: Avoids known words orally.

Probe: Ask for pronunciation and spoken sentence use.

Working interpretation: Written form exceeds spoken form. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Add stress syllable and oral retrieval. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Listening recognition

Observed signal: Knows words in print but misses them in speech.

Probe: Play sentences containing known targets.

Working interpretation: Sound-form recognition is weak. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Use varied audio plus transcript verification. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Collocation recognition

Observed signal: Accepts unnatural phrases.

Probe: Choose between natural and plausible wrong combinations.

Working interpretation: Phrase knowledge is shallow. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Teach frequent collocations as units. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Collocation production

Observed signal: Writes do a decision or powerful evidence.

Probe: Give a headword and ask for natural partners.

Working interpretation: Productive phrase knowledge is weak. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Use phrase retrieval and error recycling. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Preposition pattern

Observed signal: Writes contribute for.

Probe: Use sentence gaps for lexical prepositions.

Working interpretation: Lexical grammar is unstable. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Store word plus preposition as a chunk. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Complement pattern

Observed signal: Misuses prevent allow or enable.

Probe: Require full sentence frames.

Working interpretation: Verb complementation is weak. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Teach patterns through transformations. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Register recognition

Observed signal: Cannot distinguish formal and informal options.

Probe: Use audience scenarios with choices.

Working interpretation: Pragmatic vocabulary awareness is weak. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Compare formal neutral and informal language. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Register production

Observed signal: Uses same wording for friend and principal.

Probe: Ask for same message to three audiences.

Working interpretation: Register control is weak. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Practise audience-purpose-context shifts. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Connotation recognition

Observed signal: Treats persistent and stubborn as equivalents.

Probe: Use near-synonym choices in positive and negative contexts.

Working interpretation: Evaluative associations are weak. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Build connotation scales. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Connotation production

Observed signal: Accidentally sounds hostile or flattering.

Probe: Ask for neutral positive and negative versions.

Working interpretation: Attitude control is weak. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Practise stance-sensitive word choice. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Synonym boundary

Observed signal: Uses any thesaurus alternative.

Probe: Contrast possible/plausible and effective/efficient.

Working interpretation: Near-synonym depth is weak. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Teach differences strength and collocation. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Antonym boundary

Observed signal: Treats all opposites as binary.

Probe: Use scalar and categorical examples.

Working interpretation: Semantic scale knowledge is weak. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Map degrees and true opposites. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Certainty vocabulary

Observed signal: Overuses proves definitely and always.

Probe: Match reporting verbs to evidence strength.

Working interpretation: Epistemic calibration is weak. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Practise may suggest indicate demonstrate establish. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Quantifier precision

Observed signal: Changes some into most in paraphrase.

Probe: Use source sentences with quantity markers.

Working interpretation: Quantifier control is weak. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Practise some many most all with truth conditions. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Causal precision

Observed signal: Turns contributes to into causes.

Probe: Choose verbs for different causal relationships.

Working interpretation: Causal vocabulary is too coarse. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Teach factor contribute trigger intensify cause mitigate prevent. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Evaluation vocabulary

Observed signal: Writes good and bad without criteria.

Probe: Evaluate a proposal on several dimensions.

Working interpretation: Evaluative lexicon is narrow. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Teach effective efficient feasible equitable sustainable. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Evidence vocabulary

Observed signal: Calls any statistic proof.

Probe: Distinguish evidence example claim finding and proof.

Working interpretation: Evidence language is weak. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Teach support strength and source criteria. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Attribution

Observed signal: Turns source opinion into fact.

Probe: Paraphrase statements attributed to people or reports.

Working interpretation: Reporting stance is weak. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Practise according to argues claims reports suggests. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Context clues

Observed signal: Looks up every unfamiliar word immediately.

Probe: Use a paragraph with inferable targets.

Working interpretation: Inferencing strategy is weak. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Teach definition contrast example cause and tone clues. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Morphology plus context

Observed signal: Guesses from roots without checking sentence.

Probe: Use transparent but nuanced words.

Working interpretation: Overreliance on morphology occurs. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Require word-part prediction plus context confirmation. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Dictionary sense selection

Observed signal: Copies first definition.

Probe: Give a polysemous word with several senses.

Working interpretation: Reference skill is weak. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Teach part of speech collocation and context matching. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Dictionary usage

Observed signal: Checks meaning but not grammar or collocation.

Probe: Ask which entry information repairs a sentence.

Working interpretation: Reference use is too narrow. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Teach examples labels and patterns. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Reading unknown-word rate

Observed signal: Stops repeatedly in authentic reading.

Probe: Mark meaning-blocking unknowns in a passage.

Working interpretation: Breadth may constrain coverage. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Expand high-utility vocabulary and calibrate difficulty. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Reading sense errors

Observed signal: Knows forms but chooses wrong meanings.

Probe: Ask for local senses in a passage.

Working interpretation: Depth rather than breadth is bottleneck. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Teach polysemy and collocation. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Reading tone

Observed signal: Misses writer attitude.

Probe: Identify evaluative verbs and adjectives.

Working interpretation: Connotation and stance depth are weak. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Practise reporting verbs and evaluative language. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Reading inference

Observed signal: Gives unsupported interpretations.

Probe: Require conclusion plus lexical evidence.

Working interpretation: Inference precision is weak. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Teach evidence-linked inferencing. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Summary paraphrase

Observed signal: Copies or changes source meaning.

Probe: Require concise restatement of a short source.

Working interpretation: Productive semantic control is weak. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Use meaning blueprint and equivalence audit. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Summary compression

Observed signal: Accurate but consistently overlong.

Probe: Use a paragraph with repetition and examples.

Working interpretation: Grouping skill is weak. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Teach umbrella terms repetition removal and fusion. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Writing lexical diversity

Observed signal: Repeats tiny general vocabulary.

Probe: Sample several authentic pieces.

Working interpretation: Productive range may be narrow. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Build functional semantic fields. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Writing sophistication

Observed signal: Uses rare words inaccurately.

Probe: Audit appropriateness of advanced vocabulary.

Working interpretation: Sophistication exceeds precision. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Reduce novelty and strengthen depth. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Writing word-choice errors

Observed signal: Same lexical mistakes recur.

Probe: Classify errors by type.

Working interpretation: Repeated pattern identifies bottleneck. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Build a personal error log. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Writing collocation errors

Observed signal: Phrases sound unnatural despite correct grammar.

Probe: Code phrase-level errors.

Working interpretation: Collocation is bottleneck. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Use phrase banks and delayed reuse. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Writing register

Observed signal: Tone is wrong for audience.

Probe: Compare situational contexts.

Working interpretation: Pragmatic control is weak. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Practise audience shifts. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Writing certainty

Observed signal: Claims exceed evidence.

Probe: Underline certainty markers.

Working interpretation: Overstatement is lexical and reasoning-related. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Use evidence-strength vocabulary. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Writing causal verbs

Observed signal: Every relation is causes.

Probe: Highlight causal language.

Working interpretation: Conceptual distinctions are coarse. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Teach graded causal relationships. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Writing evaluation

Observed signal: Judgments are vague.

Probe: Ask what good means in each sentence.

Working interpretation: Criteria are missing. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Teach criterion-linked adjectives. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Oral productive breadth

Observed signal: Speaks fluently but with generic words.

Probe: Record one-minute response.

Working interpretation: Active lexical range is narrow. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Build spoken functional banks. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Oral retrieval speed

Observed signal: Long pauses before known words.

Probe: Use low-stakes concept-to-word prompts.

Working interpretation: Access is slow not absent. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Use repeated spoken retrieval. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Oral pronunciation avoidance

Observed signal: Circumlocutes around difficult forms.

Probe: Compare written knowledge with spoken use.

Working interpretation: Pronunciation confidence limits production. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Add pronunciation and spoken sentences. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Listening academic words

Observed signal: Misses discourse markers and academic verbs.

Probe: Use audio containing known written words.

Working interpretation: Sound recognition lags print. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Train with audio then transcript. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Listening multiple meanings

Observed signal: Misinterprets known words in audio.

Probe: Use polysemous targets in spoken sentences.

Working interpretation: Sense and sound integration is weak. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Pair listening with context analysis. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Delayed recall

Observed signal: Words vanish one week after teaching.

Probe: Retest high-value sample after delay.

Working interpretation: Immediate performance overestimates learning. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Use spaced retrieval. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

One-month retention

Observed signal: Weekly quiz strong but month-later weak.

Probe: Use month-delayed sample.

Working interpretation: Review horizon is too short. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Extend spacing and authentic reuse. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Recognition-recall gap

Observed signal: Chooses meanings but cannot generate words.

Probe: Test same items in both directions.

Working interpretation: Receptive exceeds productive knowledge. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Use reverse retrieval. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Cue dependence

Observed signal: Produces only with first letters or banks.

Probe: Fade cues across practice.

Working interpretation: Knowledge is prompt-bound. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Move from bank to scenario to no cue. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Context dependence

Observed signal: Knows word only in original sentence.

Probe: Change topic and syntax.

Working interpretation: Knowledge is episode-bound. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Use varied contexts after stable encoding. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Subject dependence

Observed signal: Factor works in Geography but not English.

Probe: Use comparable prompts across subjects.

Working interpretation: Transfer is weak. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Build subject-pair practice. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Mode dependence

Observed signal: Word works in writing but not speaking.

Probe: Test across modes.

Working interpretation: Knowledge representation is uneven. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Practise weak mode. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Timed-task collapse

Observed signal: Vocabulary narrows sharply under timing.

Probe: Compare timed and untimed work.

Working interpretation: Access is not automated. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Add timing gradually after accuracy. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Topic familiarity

Observed signal: Scores vary greatly by topic.

Probe: Use several topics.

Working interpretation: World knowledge interacts with vocabulary. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Broaden reading and avoid one-topic conclusions. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Error awareness

Observed signal: Cannot explain why correction is better.

Probe: Ask for repair rationale.

Working interpretation: Metalinguistic awareness is weak. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Require explanation plus new example. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Self-selection

Observed signal: Notebook contains obscure low-value words.

Probe: Ask learner to justify priorities.

Working interpretation: Selection strategy is inefficient. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Teach frequency utility centrality recurrence. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Reference independence

Observed signal: Needs dictionary for every unknown word.

Probe: Use texts with inferable non-central words.

Working interpretation: Strategy repertoire is narrow. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Practise inference morphology selective lookup. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Confidence calibration

Observed signal: Says I know it but fails recall.

Probe: Collect confidence ratings.

Working interpretation: Familiarity illusion is present. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Compare predictions and delayed performance. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Underconfidence

Observed signal: Predicts failure but performs accurately.

Probe: Track confidence and success.

Working interpretation: Productive risk may be inhibited. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Use evidence of success and gradual output. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Revision transfer

Observed signal: Corrections return later.

Probe: Retest corrections in new contexts.

Working interpretation: Feedback has not transferred. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Use spaced error recycling. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

AI dependency

Observed signal: Vocabulary improves only after AI editing.

Probe: Compare independent and assisted drafts.

Working interpretation: External production masks knowledge. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Require draft verify explain reuse. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Thesaurus dependency

Observed signal: Cannot vary language without a tool.

Probe: Draft before using thesaurus.

Working interpretation: Productive retrieval is weak. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Build semantic fields and reverse retrieval. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Command words

Observed signal: Recognises evaluate but describes.

Probe: Ask what each command requires.

Working interpretation: Procedural lexical knowledge is weak. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Teach commands as thinking routines. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Cross-subject commands

Observed signal: Analyse works in English but not Science.

Probe: Use same verb in several subjects.

Working interpretation: Procedural transfer is limited. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Build cross-subject command grid. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Growth monitoring

Observed signal: Quiz scores fluctuate while writing improves.

Probe: Use several indicators.

Working interpretation: One metric misses authentic change. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Track compact dashboard. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Mastery decision

Observed signal: Unsure when to stop reviewing a word.

Probe: Test after delay and authentic use.

Working interpretation: Same-day correctness is insufficient. This is not yet a final conclusion. Confirm the pattern in a second form of evidence—another item sample, authentic writing, reading, oral performance or a delayed check—because vocabulary performance can be affected by topic familiarity, task format and cue strength.

Repair: Move secure words to long-interval maintenance. Keep the teaching target narrow enough that its effect can be observed. A broad programme that changes ten things at once makes diagnosis impossible to verify.

Reassessment: Use a comparable but unfamiliar task after several sessions. If the exact weakness improves and the gain appears again after a delay or in authentic performance, continue or broaden the repair. If performance does not change, reconsider the diagnosis rather than simply increasing practice volume.

Interpretation boundary: This probe describes a current lexical performance pattern. It does not measure intelligence, motivation or a permanent ability ceiling.

Secondary 4 learning profiles

Profiles are working hypotheses, not personality labels. A learner may fit more than one profile and can move between profiles as instruction changes the system.

Broad Recogniser

Pattern: High receptive breadth but low productive use.

Typical evidence: Reads advanced texts comfortably yet writes with narrow active vocabulary.

Priority repair: Convert selected high-utility words into active ownership. Hold this focus long enough to see whether the profile predicts improvement; constantly switching interventions can make a useful diagnosis impossible to test.

Progress monitor: Spontaneous use after several weeks. Collect at least one authentic example alongside any quiz score. A learner whose formal test score changes little may still show meaningful growth in writing accuracy, oral retrieval or reading independence.

Reassessment: Use a comparable unfamiliar task after a delay. If the expected dimension improves, continue until the gain transfers. If not, inspect whether another dimension such as breadth, depth, cue dependence or topic knowledge is the stronger constraint.

Avoid: Do not turn the profile into an identity. It describes a current learning configuration, not a fixed ceiling.

Definition Collector

Pattern: Strong definition recall but weak contextual use.

Typical evidence: Scores well on matching tests yet misuses words in sentences.

Priority repair: Reduce list growth and strengthen collocation grammar and context. Hold this focus long enough to see whether the profile predicts improvement; constantly switching interventions can make a useful diagnosis impossible to test.

Progress monitor: Authentic sentence production. Collect at least one authentic example alongside any quiz score. A learner whose formal test score changes little may still show meaningful growth in writing accuracy, oral retrieval or reading independence.

Reassessment: Use a comparable unfamiliar task after a delay. If the expected dimension improves, continue until the gain transfers. If not, inspect whether another dimension such as breadth, depth, cue dependence or topic knowledge is the stronger constraint.

Avoid: Do not turn the profile into an identity. It describes a current learning configuration, not a fixed ceiling.

Thesaurus Writer

Pattern: High ambition but low precision.

Typical evidence: Uses rare alternatives that change meaning.

Priority repair: Teach synonym boundaries collocation and register. Hold this focus long enough to see whether the profile predicts improvement; constantly switching interventions can make a useful diagnosis impossible to test.

Progress monitor: Word-choice error rate. Collect at least one authentic example alongside any quiz score. A learner whose formal test score changes little may still show meaningful growth in writing accuracy, oral retrieval or reading independence.

Reassessment: Use a comparable unfamiliar task after a delay. If the expected dimension improves, continue until the gain transfers. If not, inspect whether another dimension such as breadth, depth, cue dependence or topic knowledge is the stronger constraint.

Avoid: Do not turn the profile into an identity. It describes a current learning configuration, not a fixed ceiling.

Narrow Precision Learner

Pattern: Strong depth but limited breadth.

Typical evidence: Writes accurately but struggles with unfamiliar reading.

Priority repair: Increase high-utility breadth through reading and Tier 2 selection. Hold this focus long enough to see whether the profile predicts improvement; constantly switching interventions can make a useful diagnosis impossible to test.

Progress monitor: Unknown-word density. Collect at least one authentic example alongside any quiz score. A learner whose formal test score changes little may still show meaningful growth in writing accuracy, oral retrieval or reading independence.

Reassessment: Use a comparable unfamiliar task after a delay. If the expected dimension improves, continue until the gain transfers. If not, inspect whether another dimension such as breadth, depth, cue dependence or topic knowledge is the stronger constraint.

Avoid: Do not turn the profile into an identity. It describes a current learning configuration, not a fixed ceiling.

Context-Bound Learner

Pattern: Knowledge tied to one example.

Typical evidence: Remembers words only inside memorised sentences.

Priority repair: Vary syntax and topic after stable learning. Hold this focus long enough to see whether the profile predicts improvement; constantly switching interventions can make a useful diagnosis impossible to test.

Progress monitor: Delayed new-context tests. Collect at least one authentic example alongside any quiz score. A learner whose formal test score changes little may still show meaningful growth in writing accuracy, oral retrieval or reading independence.

Reassessment: Use a comparable unfamiliar task after a delay. If the expected dimension improves, continue until the gain transfers. If not, inspect whether another dimension such as breadth, depth, cue dependence or topic knowledge is the stronger constraint.

Avoid: Do not turn the profile into an identity. It describes a current learning configuration, not a fixed ceiling.

Subject Island

Pattern: Strong vocabulary in one subject only.

Typical evidence: Science vocabulary is strong but general academic transfer is weak.

Priority repair: Build cross-subject Tier 2 vocabulary. Hold this focus long enough to see whether the profile predicts improvement; constantly switching interventions can make a useful diagnosis impossible to test.

Progress monitor: Same words in English and Humanities. Collect at least one authentic example alongside any quiz score. A learner whose formal test score changes little may still show meaningful growth in writing accuracy, oral retrieval or reading independence.

Reassessment: Use a comparable unfamiliar task after a delay. If the expected dimension improves, continue until the gain transfers. If not, inspect whether another dimension such as breadth, depth, cue dependence or topic knowledge is the stronger constraint.

Avoid: Do not turn the profile into an identity. It describes a current learning configuration, not a fixed ceiling.

Spoken-Weak Writer

Pattern: Strong writing but slow oral retrieval.

Typical evidence: Essays show range while speech simplifies.

Priority repair: Use spoken retrieval and pronunciation practice. Hold this focus long enough to see whether the profile predicts improvement; constantly switching interventions can make a useful diagnosis impossible to test.

Progress monitor: Oral samples over time. Collect at least one authentic example alongside any quiz score. A learner whose formal test score changes little may still show meaningful growth in writing accuracy, oral retrieval or reading independence.

Reassessment: Use a comparable unfamiliar task after a delay. If the expected dimension improves, continue until the gain transfers. If not, inspect whether another dimension such as breadth, depth, cue dependence or topic knowledge is the stronger constraint.

Avoid: Do not turn the profile into an identity. It describes a current learning configuration, not a fixed ceiling.

Writing-Weak Speaker

Pattern: Rich oral language but plain formal writing.

Typical evidence: Explains ideas well orally yet writing is generic.

Priority repair: Bridge oral explanations into academic written language. Hold this focus long enough to see whether the profile predicts improvement; constantly switching interventions can make a useful diagnosis impossible to test.

Progress monitor: Written precision. Collect at least one authentic example alongside any quiz score. A learner whose formal test score changes little may still show meaningful growth in writing accuracy, oral retrieval or reading independence.

Reassessment: Use a comparable unfamiliar task after a delay. If the expected dimension improves, continue until the gain transfers. If not, inspect whether another dimension such as breadth, depth, cue dependence or topic knowledge is the stronger constraint.

Avoid: Do not turn the profile into an identity. It describes a current learning configuration, not a fixed ceiling.

Print-Only Learner

Pattern: Strong written recognition but weak listening.

Typical evidence: Knows word on page but misses it in speech.

Priority repair: Train sound-form recognition. Hold this focus long enough to see whether the profile predicts improvement; constantly switching interventions can make a useful diagnosis impossible to test.

Progress monitor: Listening-to-writing transfer. Collect at least one authentic example alongside any quiz score. A learner whose formal test score changes little may still show meaningful growth in writing accuracy, oral retrieval or reading independence.

Reassessment: Use a comparable unfamiliar task after a delay. If the expected dimension improves, continue until the gain transfers. If not, inspect whether another dimension such as breadth, depth, cue dependence or topic knowledge is the stronger constraint.

Avoid: Do not turn the profile into an identity. It describes a current learning configuration, not a fixed ceiling.

Collocation Learner

Pattern: Meaning stronger than phrase knowledge.

Typical evidence: Definitions are accurate but combinations awkward.

Priority repair: Teach natural partnerships and recycle errors. Hold this focus long enough to see whether the profile predicts improvement; constantly switching interventions can make a useful diagnosis impossible to test.

Progress monitor: Phrase production. Collect at least one authentic example alongside any quiz score. A learner whose formal test score changes little may still show meaningful growth in writing accuracy, oral retrieval or reading independence.

Reassessment: Use a comparable unfamiliar task after a delay. If the expected dimension improves, continue until the gain transfers. If not, inspect whether another dimension such as breadth, depth, cue dependence or topic knowledge is the stronger constraint.

Avoid: Do not turn the profile into an identity. It describes a current learning configuration, not a fixed ceiling.

Morphology Learner

Pattern: Weak word-family flexibility.

Typical evidence: Knows analyse but not analysis or analytical.

Priority repair: Use word-family trees and transformations. Hold this focus long enough to see whether the profile predicts improvement; constantly switching interventions can make a useful diagnosis impossible to test.

Progress monitor: Family accuracy. Collect at least one authentic example alongside any quiz score. A learner whose formal test score changes little may still show meaningful growth in writing accuracy, oral retrieval or reading independence.

Reassessment: Use a comparable unfamiliar task after a delay. If the expected dimension improves, continue until the gain transfers. If not, inspect whether another dimension such as breadth, depth, cue dependence or topic knowledge is the stronger constraint.

Avoid: Do not turn the profile into an identity. It describes a current learning configuration, not a fixed ceiling.

Polysemy Learner

Pattern: One rigid meaning per word.

Typical evidence: Misreads common words in technical contexts.

Priority repair: Teach multiple senses and collocations. Hold this focus long enough to see whether the profile predicts improvement; constantly switching interventions can make a useful diagnosis impossible to test.

Progress monitor: Sense-selection passages. Collect at least one authentic example alongside any quiz score. A learner whose formal test score changes little may still show meaningful growth in writing accuracy, oral retrieval or reading independence.

Reassessment: Use a comparable unfamiliar task after a delay. If the expected dimension improves, continue until the gain transfers. If not, inspect whether another dimension such as breadth, depth, cue dependence or topic knowledge is the stronger constraint.

Avoid: Do not turn the profile into an identity. It describes a current learning configuration, not a fixed ceiling.

Register Mismatch Learner

Pattern: Meaning accurate but audience fit weak.

Typical evidence: Slang appears in formal writing or formal prose in narratives.

Priority repair: Practise audience-purpose-context shifts. Hold this focus long enough to see whether the profile predicts improvement; constantly switching interventions can make a useful diagnosis impossible to test.

Progress monitor: Paired genre tasks. Collect at least one authentic example alongside any quiz score. A learner whose formal test score changes little may still show meaningful growth in writing accuracy, oral retrieval or reading independence.

Reassessment: Use a comparable unfamiliar task after a delay. If the expected dimension improves, continue until the gain transfers. If not, inspect whether another dimension such as breadth, depth, cue dependence or topic knowledge is the stronger constraint.

Avoid: Do not turn the profile into an identity. It describes a current learning configuration, not a fixed ceiling.

Connotation Learner

Pattern: Denotation strong but stance weak.

Typical evidence: Treats stubborn and persistent as identical.

Priority repair: Build evaluative scales. Hold this focus long enough to see whether the profile predicts improvement; constantly switching interventions can make a useful diagnosis impossible to test.

Progress monitor: Tone analysis. Collect at least one authentic example alongside any quiz score. A learner whose formal test score changes little may still show meaningful growth in writing accuracy, oral retrieval or reading independence.

Reassessment: Use a comparable unfamiliar task after a delay. If the expected dimension improves, continue until the gain transfers. If not, inspect whether another dimension such as breadth, depth, cue dependence or topic knowledge is the stronger constraint.

Avoid: Do not turn the profile into an identity. It describes a current learning configuration, not a fixed ceiling.

Overclaimer

Pattern: Certainty vocabulary too strong.

Typical evidence: Uses proves always and everyone.

Priority repair: Teach modality and quantifiers. Hold this focus long enough to see whether the profile predicts improvement; constantly switching interventions can make a useful diagnosis impossible to test.

Progress monitor: Certainty audit. Collect at least one authentic example alongside any quiz score. A learner whose formal test score changes little may still show meaningful growth in writing accuracy, oral retrieval or reading independence.

Reassessment: Use a comparable unfamiliar task after a delay. If the expected dimension improves, continue until the gain transfers. If not, inspect whether another dimension such as breadth, depth, cue dependence or topic knowledge is the stronger constraint.

Avoid: Do not turn the profile into an identity. It describes a current learning configuration, not a fixed ceiling.

Causal Inflator

Pattern: Every influence becomes a cause.

Typical evidence: Uses cause for contribution or association.

Priority repair: Teach graded causal verbs. Hold this focus long enough to see whether the profile predicts improvement; constantly switching interventions can make a useful diagnosis impossible to test.

Progress monitor: Causal accuracy. Collect at least one authentic example alongside any quiz score. A learner whose formal test score changes little may still show meaningful growth in writing accuracy, oral retrieval or reading independence.

Reassessment: Use a comparable unfamiliar task after a delay. If the expected dimension improves, continue until the gain transfers. If not, inspect whether another dimension such as breadth, depth, cue dependence or topic knowledge is the stronger constraint.

Avoid: Do not turn the profile into an identity. It describes a current learning configuration, not a fixed ceiling.

Vague Evaluator

Pattern: Judgments lack criteria.

Typical evidence: Writes good and bad without standards.

Priority repair: Teach effective efficient feasible equitable sustainable. Hold this focus long enough to see whether the profile predicts improvement; constantly switching interventions can make a useful diagnosis impossible to test.

Progress monitor: Criteria in evaluation. Collect at least one authentic example alongside any quiz score. A learner whose formal test score changes little may still show meaningful growth in writing accuracy, oral retrieval or reading independence.

Reassessment: Use a comparable unfamiliar task after a delay. If the expected dimension improves, continue until the gain transfers. If not, inspect whether another dimension such as breadth, depth, cue dependence or topic knowledge is the stronger constraint.

Avoid: Do not turn the profile into an identity. It describes a current learning configuration, not a fixed ceiling.

Summary Distorter

Pattern: Compression changes meaning.

Typical evidence: Paraphrase alters quantity certainty or causation.

Priority repair: Use meaning blueprint and equivalence audit. Hold this focus long enough to see whether the profile predicts improvement; constantly switching interventions can make a useful diagnosis impossible to test.

Progress monitor: Distortion error types. Collect at least one authentic example alongside any quiz score. A learner whose formal test score changes little may still show meaningful growth in writing accuracy, oral retrieval or reading independence.

Reassessment: Use a comparable unfamiliar task after a delay. If the expected dimension improves, continue until the gain transfers. If not, inspect whether another dimension such as breadth, depth, cue dependence or topic knowledge is the stronger constraint.

Avoid: Do not turn the profile into an identity. It describes a current learning configuration, not a fixed ceiling.

Accurate Copier

Pattern: Understands source but fears paraphrase.

Typical evidence: Repeats source wording.

Priority repair: Use cover-and-explain before writing. Hold this focus long enough to see whether the profile predicts improvement; constantly switching interventions can make a useful diagnosis impossible to test.

Progress monitor: Structural independence. Collect at least one authentic example alongside any quiz score. A learner whose formal test score changes little may still show meaningful growth in writing accuracy, oral retrieval or reading independence.

Reassessment: Use a comparable unfamiliar task after a delay. If the expected dimension improves, continue until the gain transfers. If not, inspect whether another dimension such as breadth, depth, cue dependence or topic knowledge is the stronger constraint.

Avoid: Do not turn the profile into an identity. It describes a current learning configuration, not a fixed ceiling.

Over-Long Summariser

Pattern: Accurate but cannot compress.

Typical evidence: Keeps examples and repetition.

Priority repair: Teach hierarchy umbrella terms and fusion. Hold this focus long enough to see whether the profile predicts improvement; constantly switching interventions can make a useful diagnosis impossible to test.

Progress monitor: Word-limit tasks. Collect at least one authentic example alongside any quiz score. A learner whose formal test score changes little may still show meaningful growth in writing accuracy, oral retrieval or reading independence.

Reassessment: Use a comparable unfamiliar task after a delay. If the expected dimension improves, continue until the gain transfers. If not, inspect whether another dimension such as breadth, depth, cue dependence or topic knowledge is the stronger constraint.

Avoid: Do not turn the profile into an identity. It describes a current learning configuration, not a fixed ceiling.

Forgetter

Pattern: Learns quickly but loses words.

Typical evidence: Weekly strong month-later weak.

Priority repair: Use spaced retrieval and longer horizons. Hold this focus long enough to see whether the profile predicts improvement; constantly switching interventions can make a useful diagnosis impossible to test.

Progress monitor: Delayed recall. Collect at least one authentic example alongside any quiz score. A learner whose formal test score changes little may still show meaningful growth in writing accuracy, oral retrieval or reading independence.

Reassessment: Use a comparable unfamiliar task after a delay. If the expected dimension improves, continue until the gain transfers. If not, inspect whether another dimension such as breadth, depth, cue dependence or topic knowledge is the stronger constraint.

Avoid: Do not turn the profile into an identity. It describes a current learning configuration, not a fixed ceiling.

Cue-Dependent Learner

Pattern: Needs word banks or first letters.

Typical evidence: Produces targets only during guided work.

Priority repair: Fade cues and use scenarios. Hold this focus long enough to see whether the profile predicts improvement; constantly switching interventions can make a useful diagnosis impossible to test.

Progress monitor: No-list output. Collect at least one authentic example alongside any quiz score. A learner whose formal test score changes little may still show meaningful growth in writing accuracy, oral retrieval or reading independence.

Reassessment: Use a comparable unfamiliar task after a delay. If the expected dimension improves, continue until the gain transfers. If not, inspect whether another dimension such as breadth, depth, cue dependence or topic knowledge is the stronger constraint.

Avoid: Do not turn the profile into an identity. It describes a current learning configuration, not a fixed ceiling.

Exam Freeze Learner

Pattern: Untimed strong but timed weak.

Typical evidence: Vocabulary collapses under load.

Priority repair: Build automaticity gradually. Hold this focus long enough to see whether the profile predicts improvement; constantly switching interventions can make a useful diagnosis impossible to test.

Progress monitor: Timed versus untimed gap. Collect at least one authentic example alongside any quiz score. A learner whose formal test score changes little may still show meaningful growth in writing accuracy, oral retrieval or reading independence.

Reassessment: Use a comparable unfamiliar task after a delay. If the expected dimension improves, continue until the gain transfers. If not, inspect whether another dimension such as breadth, depth, cue dependence or topic knowledge is the stronger constraint.

Avoid: Do not turn the profile into an identity. It describes a current learning configuration, not a fixed ceiling.

Error Recycler

Pattern: Same mistakes recur.

Typical evidence: Corrections do not survive.

Priority repair: Turn errors into spaced retrieval items. Hold this focus long enough to see whether the profile predicts improvement; constantly switching interventions can make a useful diagnosis impossible to test.

Progress monitor: Recurrence over pieces. Collect at least one authentic example alongside any quiz score. A learner whose formal test score changes little may still show meaningful growth in writing accuracy, oral retrieval or reading independence.

Reassessment: Use a comparable unfamiliar task after a delay. If the expected dimension improves, continue until the gain transfers. If not, inspect whether another dimension such as breadth, depth, cue dependence or topic knowledge is the stronger constraint.

Avoid: Do not turn the profile into an identity. It describes a current learning configuration, not a fixed ceiling.

Dictionary Copier

Pattern: Reference use is passive.

Typical evidence: Copies first definition.

Priority repair: Teach sense collocation and labels. Hold this focus long enough to see whether the profile predicts improvement; constantly switching interventions can make a useful diagnosis impossible to test.

Progress monitor: Lookup decisions. Collect at least one authentic example alongside any quiz score. A learner whose formal test score changes little may still show meaningful growth in writing accuracy, oral retrieval or reading independence.

Reassessment: Use a comparable unfamiliar task after a delay. If the expected dimension improves, continue until the gain transfers. If not, inspect whether another dimension such as breadth, depth, cue dependence or topic knowledge is the stronger constraint.

Avoid: Do not turn the profile into an identity. It describes a current learning configuration, not a fixed ceiling.

Low-Value Collector

Pattern: Studies obscure words.

Typical evidence: Notebook grows while core gaps remain.

Priority repair: Teach selection by utility. Hold this focus long enough to see whether the profile predicts improvement; constantly switching interventions can make a useful diagnosis impossible to test.

Progress monitor: New-word choices. Collect at least one authentic example alongside any quiz score. A learner whose formal test score changes little may still show meaningful growth in writing accuracy, oral retrieval or reading independence.

Reassessment: Use a comparable unfamiliar task after a delay. If the expected dimension improves, continue until the gain transfers. If not, inspect whether another dimension such as breadth, depth, cue dependence or topic knowledge is the stronger constraint.

Avoid: Do not turn the profile into an identity. It describes a current learning configuration, not a fixed ceiling.

Over-Highlighter

Pattern: Marks every unknown word.

Typical evidence: Reading flow collapses.

Priority repair: Classify blocking useful and ignorable words. Hold this focus long enough to see whether the profile predicts improvement; constantly switching interventions can make a useful diagnosis impossible to test.

Progress monitor: Selective lookup. Collect at least one authentic example alongside any quiz score. A learner whose formal test score changes little may still show meaningful growth in writing accuracy, oral retrieval or reading independence.

Reassessment: Use a comparable unfamiliar task after a delay. If the expected dimension improves, continue until the gain transfers. If not, inspect whether another dimension such as breadth, depth, cue dependence or topic knowledge is the stronger constraint.

Avoid: Do not turn the profile into an identity. It describes a current learning configuration, not a fixed ceiling.

Underconfident Learner

Pattern: Avoids new vocabulary despite knowledge.

Typical evidence: Uses only safe basic words.

Priority repair: Use low-stakes lexical risk. Hold this focus long enough to see whether the profile predicts improvement; constantly switching interventions can make a useful diagnosis impossible to test.

Progress monitor: Successful adoption. Collect at least one authentic example alongside any quiz score. A learner whose formal test score changes little may still show meaningful growth in writing accuracy, oral retrieval or reading independence.

Reassessment: Use a comparable unfamiliar task after a delay. If the expected dimension improves, continue until the gain transfers. If not, inspect whether another dimension such as breadth, depth, cue dependence or topic knowledge is the stronger constraint.

Avoid: Do not turn the profile into an identity. It describes a current learning configuration, not a fixed ceiling.

Overconfident Learner

Pattern: Familiarity mistaken for mastery.

Typical evidence: Claims knowledge but fails recall.

Priority repair: Use confidence ratings and delayed retrieval. Hold this focus long enough to see whether the profile predicts improvement; constantly switching interventions can make a useful diagnosis impossible to test.

Progress monitor: Prediction versus performance. Collect at least one authentic example alongside any quiz score. A learner whose formal test score changes little may still show meaningful growth in writing accuracy, oral retrieval or reading independence.

Reassessment: Use a comparable unfamiliar task after a delay. If the expected dimension improves, continue until the gain transfers. If not, inspect whether another dimension such as breadth, depth, cue dependence or topic knowledge is the stronger constraint.

Avoid: Do not turn the profile into an identity. It describes a current learning configuration, not a fixed ceiling.

AI-Polished Learner

Pattern: Final work exceeds independent control.

Typical evidence: Cannot explain or reuse AI wording.

Priority repair: Require draft-first verify explain and reuse. Hold this focus long enough to see whether the profile predicts improvement; constantly switching interventions can make a useful diagnosis impossible to test.

Progress monitor: Independent production. Collect at least one authentic example alongside any quiz score. A learner whose formal test score changes little may still show meaningful growth in writing accuracy, oral retrieval or reading independence.

Reassessment: Use a comparable unfamiliar task after a delay. If the expected dimension improves, continue until the gain transfers. If not, inspect whether another dimension such as breadth, depth, cue dependence or topic knowledge is the stronger constraint.

Avoid: Do not turn the profile into an identity. It describes a current learning configuration, not a fixed ceiling.

Topic Specialist

Pattern: Strong favourite-topic vocabulary.

Typical evidence: Performance drops elsewhere.

Priority repair: Broaden world knowledge and academic vocabulary. Hold this focus long enough to see whether the profile predicts improvement; constantly switching interventions can make a useful diagnosis impossible to test.

Progress monitor: Multiple topics. Collect at least one authentic example alongside any quiz score. A learner whose formal test score changes little may still show meaningful growth in writing accuracy, oral retrieval or reading independence.

Reassessment: Use a comparable unfamiliar task after a delay. If the expected dimension improves, continue until the gain transfers. If not, inspect whether another dimension such as breadth, depth, cue dependence or topic knowledge is the stronger constraint.

Avoid: Do not turn the profile into an identity. It describes a current learning configuration, not a fixed ceiling.

Fatigued Learner

Pattern: Performance varies with study condition.

Typical evidence: Late-night accuracy drops sharply.

Priority repair: Improve conditions before diagnosing deep deficit. Hold this focus long enough to see whether the profile predicts improvement; constantly switching interventions can make a useful diagnosis impossible to test.

Progress monitor: Rested performance. Collect at least one authentic example alongside any quiz score. A learner whose formal test score changes little may still show meaningful growth in writing accuracy, oral retrieval or reading independence.

Reassessment: Use a comparable unfamiliar task after a delay. If the expected dimension improves, continue until the gain transfers. If not, inspect whether another dimension such as breadth, depth, cue dependence or topic knowledge is the stronger constraint.

Avoid: Do not turn the profile into an identity. It describes a current learning configuration, not a fixed ceiling.

Mixed Profile

Pattern: Several bottlenecks interact.

Typical evidence: Low breadth slow retrieval and phrase errors occur together.

Priority repair: Prioritise first bottleneck and sequence repair. Hold this focus long enough to see whether the profile predicts improvement; constantly switching interventions can make a useful diagnosis impossible to test.

Progress monitor: Staged goals. Collect at least one authentic example alongside any quiz score. A learner whose formal test score changes little may still show meaningful growth in writing accuracy, oral retrieval or reading independence.

Reassessment: Use a comparable unfamiliar task after a delay. If the expected dimension improves, continue until the gain transfers. If not, inspect whether another dimension such as breadth, depth, cue dependence or topic knowledge is the stronger constraint.

Avoid: Do not turn the profile into an identity. It describes a current learning configuration, not a fixed ceiling.

Independent Learner

Pattern: Selects checks and transfers words.

Typical evidence: Can name personal weaknesses and strategies.

Priority repair: Shift teacher role toward coaching. Hold this focus long enough to see whether the profile predicts improvement; constantly switching interventions can make a useful diagnosis impossible to test.

Progress monitor: Learner-designed cycles. Collect at least one authentic example alongside any quiz score. A learner whose formal test score changes little may still show meaningful growth in writing accuracy, oral retrieval or reading independence.

Reassessment: Use a comparable unfamiliar task after a delay. If the expected dimension improves, continue until the gain transfers. If not, inspect whether another dimension such as breadth, depth, cue dependence or topic knowledge is the stronger constraint.

Avoid: Do not turn the profile into an identity. It describes a current learning configuration, not a fixed ceiling.

Mature Secondary 4 Profile

Pattern: Broad deep transferable knowledge.

Typical evidence: Handles unknown words and repairs errors independently.

Priority repair: Maintain through authentic language use. Hold this focus long enough to see whether the profile predicts improvement; constantly switching interventions can make a useful diagnosis impossible to test.

Progress monitor: Occasional diagnostics. Collect at least one authentic example alongside any quiz score. A learner whose formal test score changes little may still show meaningful growth in writing accuracy, oral retrieval or reading independence.

Reassessment: Use a comparable unfamiliar task after a delay. If the expected dimension improves, continue until the gain transfers. If not, inspect whether another dimension such as breadth, depth, cue dependence or topic knowledge is the stronger constraint.

Avoid: Do not turn the profile into an identity. It describes a current learning configuration, not a fixed ceiling.

Targeted repair matrix

Low breadth

Signal: Many high-utility words remain unknown.

Repair: Add small Tier 2 sets and accessible reading.

Success criterion: Fewer meaning-blocking unknowns.

Reassessment rule: Do not repeat the exact teaching item as proof of growth. Use a new item that requires the same underlying knowledge. If improvement survives a delay and appears in authentic performance, reduce scaffolding or move to the next bottleneck.

Escalation rule: If the learner does not improve, check whether a more fundamental prerequisite is missing. For example, productive retrieval will not improve reliably if the core meaning is unstable, and paraphrase will remain fragile if synonym boundaries are shallow.

Shallow depth

Signal: Words recognised but nuance missed.

Repair: Teach multiple meanings collocations families and semantic relations.

Success criterion: Accurate sense choice.

Reassessment rule: Do not repeat the exact teaching item as proof of growth. Use a new item that requires the same underlying knowledge. If improvement survives a delay and appears in authentic performance, reduce scaffolding or move to the next bottleneck.

Escalation rule: If the learner does not improve, check whether a more fundamental prerequisite is missing. For example, productive retrieval will not improve reliably if the core meaning is unstable, and paraphrase will remain fragile if synonym boundaries are shallow.

Weak productive retrieval

Signal: Understands but cannot use words.

Repair: Use meaning-to-word retrieval and output.

Success criterion: Spontaneous use.

Reassessment rule: Do not repeat the exact teaching item as proof of growth. Use a new item that requires the same underlying knowledge. If improvement survives a delay and appears in authentic performance, reduce scaffolding or move to the next bottleneck.

Escalation rule: If the learner does not improve, check whether a more fundamental prerequisite is missing. For example, productive retrieval will not improve reliably if the core meaning is unstable, and paraphrase will remain fragile if synonym boundaries are shallow.

Weak collocation

Signal: Unnatural partnerships recur.

Repair: Teach phrases as units and recycle errors.

Success criterion: Lower phrase-error rate.

Reassessment rule: Do not repeat the exact teaching item as proof of growth. Use a new item that requires the same underlying knowledge. If improvement survives a delay and appears in authentic performance, reduce scaffolding or move to the next bottleneck.

Escalation rule: If the learner does not improve, check whether a more fundamental prerequisite is missing. For example, productive retrieval will not improve reliably if the core meaning is unstable, and paraphrase will remain fragile if synonym boundaries are shallow.

Weak lexical grammar

Signal: Prepositions and complements fail.

Repair: Store lexical patterns and transform sentences.

Success criterion: Accurate delayed patterns.

Reassessment rule: Do not repeat the exact teaching item as proof of growth. Use a new item that requires the same underlying knowledge. If improvement survives a delay and appears in authentic performance, reduce scaffolding or move to the next bottleneck.

Escalation rule: If the learner does not improve, check whether a more fundamental prerequisite is missing. For example, productive retrieval will not improve reliably if the core meaning is unstable, and paraphrase will remain fragile if synonym boundaries are shallow.

Weak morphology

Signal: Families are disconnected.

Repair: Use roots affixes and transformations.

Success criterion: Improved decoding and word class.

Reassessment rule: Do not repeat the exact teaching item as proof of growth. Use a new item that requires the same underlying knowledge. If improvement survives a delay and appears in authentic performance, reduce scaffolding or move to the next bottleneck.

Escalation rule: If the learner does not improve, check whether a more fundamental prerequisite is missing. For example, productive retrieval will not improve reliably if the core meaning is unstable, and paraphrase will remain fragile if synonym boundaries are shallow.

Weak spelling

Signal: Meaning strong form unstable.

Repair: Use dictation and written retrieval.

Success criterion: Accurate delayed spelling.

Reassessment rule: Do not repeat the exact teaching item as proof of growth. Use a new item that requires the same underlying knowledge. If improvement survives a delay and appears in authentic performance, reduce scaffolding or move to the next bottleneck.

Escalation rule: If the learner does not improve, check whether a more fundamental prerequisite is missing. For example, productive retrieval will not improve reliably if the core meaning is unstable, and paraphrase will remain fragile if synonym boundaries are shallow.

Weak pronunciation

Signal: Known words avoided in speech.

Repair: Use stress syllables and oral sentences.

Success criterion: Independent spoken use.

Reassessment rule: Do not repeat the exact teaching item as proof of growth. Use a new item that requires the same underlying knowledge. If improvement survives a delay and appears in authentic performance, reduce scaffolding or move to the next bottleneck.

Escalation rule: If the learner does not improve, check whether a more fundamental prerequisite is missing. For example, productive retrieval will not improve reliably if the core meaning is unstable, and paraphrase will remain fragile if synonym boundaries are shallow.

Weak register

Signal: Audience mismatch recurs.

Repair: Rewrite same message for several audiences.

Success criterion: Appropriate genre shift.

Reassessment rule: Do not repeat the exact teaching item as proof of growth. Use a new item that requires the same underlying knowledge. If improvement survives a delay and appears in authentic performance, reduce scaffolding or move to the next bottleneck.

Escalation rule: If the learner does not improve, check whether a more fundamental prerequisite is missing. For example, productive retrieval will not improve reliably if the core meaning is unstable, and paraphrase will remain fragile if synonym boundaries are shallow.

Weak connotation

Signal: Tone changes unintentionally.

Repair: Use semantic scales and contrast contexts.

Success criterion: Accurate stance choices.

Reassessment rule: Do not repeat the exact teaching item as proof of growth. Use a new item that requires the same underlying knowledge. If improvement survives a delay and appears in authentic performance, reduce scaffolding or move to the next bottleneck.

Escalation rule: If the learner does not improve, check whether a more fundamental prerequisite is missing. For example, productive retrieval will not improve reliably if the core meaning is unstable, and paraphrase will remain fragile if synonym boundaries are shallow.

Weak certainty

Signal: Claims overstate evidence.

Repair: Teach modality and reporting-verb strength.

Success criterion: Better calibration.

Reassessment rule: Do not repeat the exact teaching item as proof of growth. Use a new item that requires the same underlying knowledge. If improvement survives a delay and appears in authentic performance, reduce scaffolding or move to the next bottleneck.

Escalation rule: If the learner does not improve, check whether a more fundamental prerequisite is missing. For example, productive retrieval will not improve reliably if the core meaning is unstable, and paraphrase will remain fragile if synonym boundaries are shallow.

Weak causation

Signal: Every relationship becomes cause.

Repair: Teach graded causal language.

Success criterion: Accurate causal relationships.

Reassessment rule: Do not repeat the exact teaching item as proof of growth. Use a new item that requires the same underlying knowledge. If improvement survives a delay and appears in authentic performance, reduce scaffolding or move to the next bottleneck.

Escalation rule: If the learner does not improve, check whether a more fundamental prerequisite is missing. For example, productive retrieval will not improve reliably if the core meaning is unstable, and paraphrase will remain fragile if synonym boundaries are shallow.

Weak evaluation

Signal: Judgments remain good/bad.

Repair: Teach criterion-linked vocabulary.

Success criterion: Criteria plus evidence.

Reassessment rule: Do not repeat the exact teaching item as proof of growth. Use a new item that requires the same underlying knowledge. If improvement survives a delay and appears in authentic performance, reduce scaffolding or move to the next bottleneck.

Escalation rule: If the learner does not improve, check whether a more fundamental prerequisite is missing. For example, productive retrieval will not improve reliably if the core meaning is unstable, and paraphrase will remain fragile if synonym boundaries are shallow.

Weak context inference

Signal: Unknown words halt reading.

Repair: Teach context clues morphology and verification.

Success criterion: Justified inferences.

Reassessment rule: Do not repeat the exact teaching item as proof of growth. Use a new item that requires the same underlying knowledge. If improvement survives a delay and appears in authentic performance, reduce scaffolding or move to the next bottleneck.

Escalation rule: If the learner does not improve, check whether a more fundamental prerequisite is missing. For example, productive retrieval will not improve reliably if the core meaning is unstable, and paraphrase will remain fragile if synonym boundaries are shallow.

Weak paraphrase

Signal: Source copied or distorted.

Repair: Use cover-explain-rewrite and audit.

Success criterion: Independent meaning preservation.

Reassessment rule: Do not repeat the exact teaching item as proof of growth. Use a new item that requires the same underlying knowledge. If improvement survives a delay and appears in authentic performance, reduce scaffolding or move to the next bottleneck.

Escalation rule: If the learner does not improve, check whether a more fundamental prerequisite is missing. For example, productive retrieval will not improve reliably if the core meaning is unstable, and paraphrase will remain fragile if synonym boundaries are shallow.

Weak compression

Signal: Accurate but overlong.

Repair: Teach hierarchy grouping and umbrella terms.

Success criterion: Shorter summaries without point loss.

Reassessment rule: Do not repeat the exact teaching item as proof of growth. Use a new item that requires the same underlying knowledge. If improvement survives a delay and appears in authentic performance, reduce scaffolding or move to the next bottleneck.

Escalation rule: If the learner does not improve, check whether a more fundamental prerequisite is missing. For example, productive retrieval will not improve reliably if the core meaning is unstable, and paraphrase will remain fragile if synonym boundaries are shallow.

Weak retention

Signal: Words disappear over time.

Repair: Use spaced adaptive retrieval.

Success criterion: Improved delayed recall.

Reassessment rule: Do not repeat the exact teaching item as proof of growth. Use a new item that requires the same underlying knowledge. If improvement survives a delay and appears in authentic performance, reduce scaffolding or move to the next bottleneck.

Escalation rule: If the learner does not improve, check whether a more fundamental prerequisite is missing. For example, productive retrieval will not improve reliably if the core meaning is unstable, and paraphrase will remain fragile if synonym boundaries are shallow.

Weak transfer

Signal: Words trapped in one context.

Repair: Vary topic mode and subject after stability.

Success criterion: Accurate new-context use.

Reassessment rule: Do not repeat the exact teaching item as proof of growth. Use a new item that requires the same underlying knowledge. If improvement survives a delay and appears in authentic performance, reduce scaffolding or move to the next bottleneck.

Escalation rule: If the learner does not improve, check whether a more fundamental prerequisite is missing. For example, productive retrieval will not improve reliably if the core meaning is unstable, and paraphrase will remain fragile if synonym boundaries are shallow.

Weak timed access

Signal: Homework strong exam weak.

Repair: Add gradual time pressure after accuracy.

Success criterion: Smaller timed gap.

Reassessment rule: Do not repeat the exact teaching item as proof of growth. Use a new item that requires the same underlying knowledge. If improvement survives a delay and appears in authentic performance, reduce scaffolding or move to the next bottleneck.

Escalation rule: If the learner does not improve, check whether a more fundamental prerequisite is missing. For example, productive retrieval will not improve reliably if the core meaning is unstable, and paraphrase will remain fragile if synonym boundaries are shallow.

Weak self-monitoring

Signal: Cannot identify own errors.

Repair: Use error categories and confidence ratings.

Success criterion: More accurate self-repair.

Reassessment rule: Do not repeat the exact teaching item as proof of growth. Use a new item that requires the same underlying knowledge. If improvement survives a delay and appears in authentic performance, reduce scaffolding or move to the next bottleneck.

Escalation rule: If the learner does not improve, check whether a more fundamental prerequisite is missing. For example, productive retrieval will not improve reliably if the core meaning is unstable, and paraphrase will remain fragile if synonym boundaries are shallow.

Diagnostic-design workshops

Ten-minute screen

Use a short recognition sample, several free-recall items and one authentic writing excerpt. The aim is routing, not final diagnosis.

Validity check: State exactly what the probe measures and what it does not measure. Avoid converting a local result into a global label.

Triangulation: Add at least one second source of evidence before making a major instructional decision. Authentic performance is especially useful because it reveals whether isolated test knowledge transfers.

Action: Connect the finding to one repair routine and one reassessment point. Assessment without a next action is incomplete.

Depth probe

Select ten high-value words and test meaning, multiple sense, collocation, family member and sentence use.

Validity check: State exactly what the probe measures and what it does not measure. Avoid converting a local result into a global label.

Triangulation: Add at least one second source of evidence before making a major instructional decision. Authentic performance is especially useful because it reveals whether isolated test knowledge transfers.

Action: Connect the finding to one repair routine and one reassessment point. Assessment without a next action is incomplete.

Productive probe

Give meanings or scenarios and require words, phrases or sentences without printed headwords.

Validity check: State exactly what the probe measures and what it does not measure. Avoid converting a local result into a global label.

Triangulation: Add at least one second source of evidence before making a major instructional decision. Authentic performance is especially useful because it reveals whether isolated test knowledge transfers.

Action: Connect the finding to one repair routine and one reassessment point. Assessment without a next action is incomplete.

Reading probe

Use an authentic passage and mark unknowns, sense errors, inference failures and tone vocabulary.

Validity check: State exactly what the probe measures and what it does not measure. Avoid converting a local result into a global label.

Triangulation: Add at least one second source of evidence before making a major instructional decision. Authentic performance is especially useful because it reveals whether isolated test knowledge transfers.

Action: Connect the finding to one repair routine and one reassessment point. Assessment without a next action is incomplete.

Writing probe

Code recent writing by lexical error type and note repeated safe vocabulary.

Validity check: State exactly what the probe measures and what it does not measure. Avoid converting a local result into a global label.

Triangulation: Add at least one second source of evidence before making a major instructional decision. Authentic performance is especially useful because it reveals whether isolated test knowledge transfers.

Action: Connect the finding to one repair routine and one reassessment point. Assessment without a next action is incomplete.

Oral probe

Record one minute on a familiar and unfamiliar topic; examine retrieval, range and pronunciation.

Validity check: State exactly what the probe measures and what it does not measure. Avoid converting a local result into a global label.

Triangulation: Add at least one second source of evidence before making a major instructional decision. Authentic performance is especially useful because it reveals whether isolated test knowledge transfers.

Action: Connect the finding to one repair routine and one reassessment point. Assessment without a next action is incomplete.

Listening probe

Use a short spoken passage containing vocabulary already known in print and compare modes.

Validity check: State exactly what the probe measures and what it does not measure. Avoid converting a local result into a global label.

Triangulation: Add at least one second source of evidence before making a major instructional decision. Authentic performance is especially useful because it reveals whether isolated test knowledge transfers.

Action: Connect the finding to one repair routine and one reassessment point. Assessment without a next action is incomplete.

Delayed probe

Retest a small high-value sample after one week and one month.

Validity check: State exactly what the probe measures and what it does not measure. Avoid converting a local result into a global label.

Triangulation: Add at least one second source of evidence before making a major instructional decision. Authentic performance is especially useful because it reveals whether isolated test knowledge transfers.

Action: Connect the finding to one repair routine and one reassessment point. Assessment without a next action is incomplete.

Transfer probe

Use shared academic words across subjects or modes and inspect sense control.

Validity check: State exactly what the probe measures and what it does not measure. Avoid converting a local result into a global label.

Triangulation: Add at least one second source of evidence before making a major instructional decision. Authentic performance is especially useful because it reveals whether isolated test knowledge transfers.

Action: Connect the finding to one repair routine and one reassessment point. Assessment without a next action is incomplete.

Morphology probe

Use derivatives from known roots and require prediction plus context confirmation.

Validity check: State exactly what the probe measures and what it does not measure. Avoid converting a local result into a global label.

Triangulation: Add at least one second source of evidence before making a major instructional decision. Authentic performance is especially useful because it reveals whether isolated test knowledge transfers.

Action: Connect the finding to one repair routine and one reassessment point. Assessment without a next action is incomplete.

Collocation probe

Combine natural-versus-plausible choices with free phrase production.

Validity check: State exactly what the probe measures and what it does not measure. Avoid converting a local result into a global label.

Triangulation: Add at least one second source of evidence before making a major instructional decision. Authentic performance is especially useful because it reveals whether isolated test knowledge transfers.

Action: Connect the finding to one repair routine and one reassessment point. Assessment without a next action is incomplete.

Register probe

Ask for the same message to a friend, teacher and institution.

Validity check: State exactly what the probe measures and what it does not measure. Avoid converting a local result into a global label.

Triangulation: Add at least one second source of evidence before making a major instructional decision. Authentic performance is especially useful because it reveals whether isolated test knowledge transfers.

Action: Connect the finding to one repair routine and one reassessment point. Assessment without a next action is incomplete.

Connotation probe

Use near-synonym sets in positive, neutral and negative contexts.

Validity check: State exactly what the probe measures and what it does not measure. Avoid converting a local result into a global label.

Triangulation: Add at least one second source of evidence before making a major instructional decision. Authentic performance is especially useful because it reveals whether isolated test knowledge transfers.

Action: Connect the finding to one repair routine and one reassessment point. Assessment without a next action is incomplete.

Certainty probe

Match reporting verbs and quantifiers to evidence strength.

Validity check: State exactly what the probe measures and what it does not measure. Avoid converting a local result into a global label.

Triangulation: Add at least one second source of evidence before making a major instructional decision. Authentic performance is especially useful because it reveals whether isolated test knowledge transfers.

Action: Connect the finding to one repair routine and one reassessment point. Assessment without a next action is incomplete.

Paraphrase probe

Use source sentences with modality, quantity, causation and attribution.

Validity check: State exactly what the probe measures and what it does not measure. Avoid converting a local result into a global label.

Triangulation: Add at least one second source of evidence before making a major instructional decision. Authentic performance is especially useful because it reveals whether isolated test knowledge transfers.

Action: Connect the finding to one repair routine and one reassessment point. Assessment without a next action is incomplete.

Summary probe

Use a paragraph containing repetition, examples and groupable points.

Validity check: State exactly what the probe measures and what it does not measure. Avoid converting a local result into a global label.

Triangulation: Add at least one second source of evidence before making a major instructional decision. Authentic performance is especially useful because it reveals whether isolated test knowledge transfers.

Action: Connect the finding to one repair routine and one reassessment point. Assessment without a next action is incomplete.

Command-word probe

Ask what analyse, evaluate, justify and infer require before answering.

Validity check: State exactly what the probe measures and what it does not measure. Avoid converting a local result into a global label.

Triangulation: Add at least one second source of evidence before making a major instructional decision. Authentic performance is especially useful because it reveals whether isolated test knowledge transfers.

Action: Connect the finding to one repair routine and one reassessment point. Assessment without a next action is incomplete.

Error-log probe

Review several pieces of writing and count recurring lexical categories.

Validity check: State exactly what the probe measures and what it does not measure. Avoid converting a local result into a global label.

Triangulation: Add at least one second source of evidence before making a major instructional decision. Authentic performance is especially useful because it reveals whether isolated test knowledge transfers.

Action: Connect the finding to one repair routine and one reassessment point. Assessment without a next action is incomplete.

Self-assessment probe

Ask the learner what seems weak, then compare the belief with evidence.

Validity check: State exactly what the probe measures and what it does not measure. Avoid converting a local result into a global label.

Triangulation: Add at least one second source of evidence before making a major instructional decision. Authentic performance is especially useful because it reveals whether isolated test knowledge transfers.

Action: Connect the finding to one repair routine and one reassessment point. Assessment without a next action is incomplete.

Repair-and-retest cycle

Teach one target dimension and use a comparable unseen task after several sessions.

Validity check: State exactly what the probe measures and what it does not measure. Avoid converting a local result into a global label.

Triangulation: Add at least one second source of evidence before making a major instructional decision. Authentic performance is especially useful because it reveals whether isolated test knowledge transfers.

Action: Connect the finding to one repair routine and one reassessment point. Assessment without a next action is incomplete.

Monthly dashboard

Track breadth, depth, productive use, retention and authentic performance rather than dozens of metrics.

Validity check: State exactly what the probe measures and what it does not measure. Avoid converting a local result into a global label.

Triangulation: Add at least one second source of evidence before making a major instructional decision. Authentic performance is especially useful because it reveals whether isolated test knowledge transfers.

Action: Connect the finding to one repair routine and one reassessment point. Assessment without a next action is incomplete.

Pre-exam diagnostic

Prioritise high-utility vocabulary, comprehension in context, command words, paraphrase, summary and timed access.

Validity check: State exactly what the probe measures and what it does not measure. Avoid converting a local result into a global label.

Triangulation: Add at least one second source of evidence before making a major instructional decision. Authentic performance is especially useful because it reveals whether isolated test knowledge transfers.

Action: Connect the finding to one repair routine and one reassessment point. Assessment without a next action is incomplete.

Parent-facing report

Translate results into plain actions rather than unexplained technical labels.

Validity check: State exactly what the probe measures and what it does not measure. Avoid converting a local result into a global label.

Triangulation: Add at least one second source of evidence before making a major instructional decision. Authentic performance is especially useful because it reveals whether isolated test knowledge transfers.

Action: Connect the finding to one repair routine and one reassessment point. Assessment without a next action is incomplete.

Student action card

End with one strength, one priority weakness, one weekly routine and one reassessment date.

Validity check: State exactly what the probe measures and what it does not measure. Avoid converting a local result into a global label.

Triangulation: Add at least one second source of evidence before making a major instructional decision. Authentic performance is especially useful because it reveals whether isolated test knowledge transfers.

Action: Connect the finding to one repair routine and one reassessment point. Assessment without a next action is incomplete.

Stop rule

Stop diagnosing once the next instructional decision is clear. Teach, observe and retest.

Validity check: State exactly what the probe measures and what it does not measure. Avoid converting a local result into a global label.

Triangulation: Add at least one second source of evidence before making a major instructional decision. Authentic performance is especially useful because it reveals whether isolated test knowledge transfers.

Action: Connect the finding to one repair routine and one reassessment point. Assessment without a next action is incomplete.

A 12-week diagnostic-and-repair cycle

Week 1: baseline screen. Week 2: focused probe. Week 3: choose one bottleneck. Week 4: targeted teaching. Week 5: first progress check. Week 6: continue or adjust. Week 7: authentic reading or writing transfer. Week 8: delayed retention check. Week 9: add time pressure if appropriate. Week 10: cross-subject or cross-mode transfer. Week 11: full-task sample. Week 12: profile review and next-cycle decision.

Secondary 4 vocabulary dashboard

Breadth: how much useful vocabulary is available?

Depth: how richly are important words known?

Productive access: can the learner retrieve words?

Precision: are choices accurate and natural?

Retention: do words survive time?

Transfer: do they survive context change?

Authentic performance: do they support real tasks?

A compact dashboard is more informative than pretending all seven dimensions are one number.

How to report progress

Useful reporting language is specific.

“Receptive breadth is strong, but productive retrieval is slower.”

“Collocation errors have fallen in writing, but oral evaluative vocabulary remains narrow.”

“Delayed recall improved after spaced review.”

“Paraphrase still changes quantifiers.”

Specific descriptions lead to specific actions.

Avoid vague statements such as “vocabulary is weak” when the evidence shows a narrower problem.

When to stop diagnosing

Stop when the next instructional decision is clear.

More testing is not automatically more valid.

Teach.

Observe.

Retest.

The purpose is learning.

Final FAQ

What is the best vocabulary test for Secondary 4?

There is no single best test. The best measure depends on the purpose and the knowledge dimension you need to understand.

Should I use a vocabulary-size test?

It can provide useful breadth information, but it should not be interpreted as a complete measure of vocabulary ability.

How do I test vocabulary depth?

Use multiple meanings, collocations, word families, semantic relations, register, grammar and contextual use on a smaller set of words.

How do I test productive vocabulary?

Require learners to generate words or phrases from meanings, scenarios, writing tasks or oral prompts.

Why do vocabulary scores differ?

Formats, item samples, topics, cues and knowledge dimensions differ. Interpretation matters.

How often should I diagnose?

Use a fuller baseline occasionally and shorter progress checks during instruction.

Can writing replace formal tests?

Writing provides rich productive evidence but does not sample breadth efficiently. Combine methods when needed.

What should I test before exams?

High-utility academic vocabulary, comprehension in context, command words, paraphrase/summary meaning control, productive retrieval and timed transfer.

Does the SEC have one secret official vocabulary list?

Do not assume one. Use the official syllabus and build broad, deep, transferable English vocabulary appropriate to the student’s level.

Final synthesis

Secondary 4 vocabulary assessment is not a hunt for one definitive number.

It is a decision system.

Measure enough breadth to understand coverage.

Probe enough depth to find hidden weakness.

Compare receptive and productive knowledge.

Inspect form, meaning and use.

Look at collocation, morphology, register and connotation.

Test retrieval after delay.

Check transfer.

Read actual writing.

Listen to actual speech.

Then choose the smallest intervention that addresses the first real bottleneck.

Reassess.

If the profile changes, the teaching should change.

That is what makes assessment educational rather than decorative.