The present article reports results regarding the development and validation of the Strategy Inventory for Dictionary Use (S.I.D.U.) which is a 36-item self-report questionnaire for assessing dictionary use strategies specifying four main areas of interest: a) dictionary use awareness skills, b) strategies for dictionary selection and acquaintance with dictionary conventions, c) lemmatization strategies, and finally d) look-up strategies. The method of multiple judges was adopted for the control of content validity of the pilot version of S.I.D.U. The principal component analysis showed four subscales (factors) accounting for 51.7% of the variance. The test discriminated expert from non-expert users in all four categories of strategies (p < .001). Internal consistency of the four subscales (dictionary use awareness, dictionary selection, acquaintance and lemmatization and dictionary search) and the overall scale of the S.I.D.U. were found to be excellent.

The present paper reports results regarding the development and validation of the S.I.E.D.U., an electronic instrument for assessing users’ skills in electronic dictionary searches. The S.I.Ε.D.U. is a self-report questionnaire with 32 Likert-type items and its content development was based on a review of relevant literature, expert review and pilot testing. The scale’s construct validity is assessed by means of a preliminary exploratory factor analysis (EFA) and a subsequent confirmatory factor analysis (CFA). The results suggest a correlated four-factor structure: 1) familiarity with different types of electronic dictionaries and the conditions of their use; 2) strategies for lemmatization and acquaintance with dictionary conventions; 3) navigation skills; and 4) look-up strategies in new electronic environments. Internal consistency reliability of the four subscales is high and test-retest reliability is excellent. Also, the ability of the instrument to discriminate between experts and non-experts in electronic dictionary use is demonstrated. Results are discussed and implications are provided in the context of electronic lexicography.

Definitions exhibit aspects of mental lexicon organization. Learners with Developmental Language Disorder (DLD) have limited vocabulary knowledge (in breadth and depth) and, thus, less mature definitional skills. Word characteristics affect the definitional skills. This study investigated the definitional skills of learners with and without DLD considering different word characteristics. Moreover, issues like deviant vs. delayed abilities and the link between breadth and depth of vocabulary knowledge are addressed. Thirty-six learners were divided into three groups (a DLD and two control groups [CG] of typically developing learners matched on either age or vocabulary). They were asked to define 16 words. Answers were scored for content and form. Findings revealed that the DLD group scored lower than both CGs in content, while no differences were found in form. Definitions of abstract and compound words were more demanding for all. Correlations between vocabulary and definitional skills were detected only in the age-matched CG. From the above, we deduce that DLD learners’ definitional skills are deviant. In addition, clinical practice should not look at effects of isolated variables, but rather investigate the interrelation of different parameters. Finally, the link between breadth and depth of vocabulary knowledge may require more time to emerge in DLD learners.

The present study aims to further the research on heritage language speakers (HLSs) by providing the socio-linguistic profiles and identities of an uninvestigated community of heritage speakers, namely the Greeks of Chicago, thus offering data for a less-studied HL, Greek. The participants were fifty-four (N=54) first, second, and third-generation Greek HLSs. The socio-linguistic data were collected through an online survey, while identification with Greek culture as well as ethnic attachment and practice of Greek traditions were investigated through the content analysis of data from the Greek Heritage Language Corpus. The results of the study are discussed with respect to how they can improve our knowledge of the educational needs of Greek HL learners. This research-based knowledge can be employed for addressing the academic needs of HL learners through educational programs. The authors propose an agenda for a more linguistically and culturally responsive education program for HL learners, in general, and Greek HL learners in diasporic communities, in particular.

This study investigates the impact of an explicit and integrated dictionary awareness program on primary school pupils' dictionary use strategies. The survey involved a total of 150 participants, aged 10–12 years old, from mainstream and intercultural schools. Data was collected before and after the implementation of the program using the Strategy Inventory for Dictionary Use (SIDU), a reliable and validated self-report tool that accurately profiles paper dictionary users' reported use in real-life contexts (Gavriilidou 2013). The dictionary awareness program consisted of targeted activities and was implemented to a group of 75 students, including 50 from mainstream schools and 25 from an intercultural school. The findings suggest that there is a lack of dictionary culture among students attending Greek schools, as evidenced by the moderate strategic use of dictionaries and the incomplete integration of dictionaries as reference tools in the educational process. Additionally, the comparison of the percentage of each strategy category before and after the implementation of the program showed a significant effect of the program on all categories of Dictionary Use Strategies (DUS) employed by the experimental group. This study contributes to the discussion of the "teachability" of dictionary use strategies by highlighting the effectiveness of dictionary awareness programs in promoting a dictionary culture. Keywords: dictionary use strategies, dictionary awareness program, explicit and integrated strategy instruction, dictionary culture, CALLA, strategy based instruction, look up strategies, lemmatisation strategies Hoe strategiese woordeboekgebruik in die klaskamer verhoog kan word: Die uitwerking van 'n woordeboekbewusmakingsprogram op woordeboekgebruikstrategieë. Hierdie studie ondersoek die impak wat 'n eksplisiete en geïntegreerde woordeboekbewusmakingsprogram op primêreskoolleerders se woordeboekgebruikstrategieë het. Die opname het altesaam 150 deelnemers, 10–12 jaar oud, van hoofstroom- en interkulturele skole betrek. Data is versamel voor en ná implementering van die program wat van die Strategie-inventaris vir Woordeboekgebruik (SIWG) gebruik gemaak het. Dit is 'n betroubare en bewese selfrapporteringshulpmiddel wat gebruikers van papierwoordeboeke se gerapporteerde gebruik binne die konteks van die werklike lewe akkuraat profilieer (Gavriilidou 2013). Die woordeboekbewusmakingsprogram het uit doelmatige aktiwiteite bestaan en is deur 'n groep van 75 studente, insluitende 50 uit hoofstroomskole en 25 uit 'n interkulturele skool, geïmplementeer. Die bevindings dui daarop dat daar onder studente wat Griekse skole bywoon 'n gebrek aan woordeboekkultuur is soos duidelik blyk uit die matige strategiese gebruik van woordeboeke en die onvolledige integrasie van woordeboeke as verwysingshulpmiddels in die opvoedkundige proses. Daarbenewens het die vergelyking van die persentasie van elke strategiekategorie voor en ná die implementering van die program aangetoon dat die program 'n beduidende uitwerking op alle kategorieë van Woordeboekgebruikstrategieë (WGS) wat deur die eksperimentele groep geïmplementeer is, gehad het. Hierdie studie lewer 'n bydrae tot die bespreking van die leerbaarheid van woordeboekgebruikstrategieë deur die effektiwiteit van woordeboekbewusmakingsprogramme in die bevordering van 'n woordeboekkultuur te beklemtoon. Sleutelwoorde: woordeboekgebruikstrategieë, woordeboekbewusmakingsprogram, eksplisiete en geïntegreerde strategie-onderrig, woordeboekkultuur, CALLA, strategiegebaseerde onderrig, naslaanstrategieë, lemmatiseringstrategieë