A linguistic awareness intervention targeting spelling and written expression in a developmental phonological dyslexic child

Aris Terzopoulos; Georgia Niolaki; Jackie Masterson; Janet I. Vousden; Laura Taylor

doi:https://doi.org/10.12681/ppej.22278

A linguistic awareness intervention targeting spelling and written expression in a developmental phonological dyslexic child

Aris Terzopoulos (Corresponding / Lead Author), Georgia Niolaki (Corresponding / Lead Author), Jackie Masterson (Corresponding / Lead Author), Janet I. Vousden (Corresponding / Lead Author), Laura Taylor (Corresponding / Lead Author)

Research output: Contribution to journal › Article › peer-review

Abstract

We report the case of a monolingual English-speaking boy (AM) aged 10-years, and the intervention targeting spelling and written expression difficulties that AM had. AM’s performance was contrasted in all experimental measures to a group of 13 typically developing spellers attending the same class. Literacy and cognitive assessments revealed for AM non-word reading difficulties, and deficits in spelling, written expression, phonological ability, verbal memory and rapid automatized naming. AM took part in nine sessions of linguistic awareness intervention that focused on promoting simultaneous attention to phonology, orthography, morphology, semantics and syntax. Results revealed a significant improvement in spelling, non-word reading, writing and handwriting. The results indicate that raising linguistic awareness can have a robust impact on spelling and written expression.

Original language	English
Pages (from-to)	1-27
Number of pages	27
Journal	Preschool and Primary Education
Volume	9
Issue number	1
DOIs	https://doi.org/10.12681/ppej.22278
Publication status	Published (VoR) - 17 Apr 2021

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title = "A linguistic awareness intervention targeting spelling and written expression in a developmental phonological dyslexic child",

abstract = "We report the case of a monolingual English-speaking boy (AM) aged 10-years, and the intervention targeting spelling and written expression difficulties that AM had. AM{\textquoteright}s performance was contrasted in all experimental measures to a group of 13 typically developing spellers attending the same class. Literacy and cognitive assessments revealed for AM non-word reading difficulties, and deficits in spelling, written expression, phonological ability, verbal memory and rapid automatized naming. AM took part in nine sessions of linguistic awareness intervention that focused on promoting simultaneous attention to phonology, orthography, morphology, semantics and syntax. Results revealed a significant improvement in spelling, non-word reading, writing and handwriting. The results indicate that raising linguistic awareness can have a robust impact on spelling and written expression.",

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journal = "Preschool and Primary Education",

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A linguistic awareness intervention targeting spelling and written expression in a developmental phonological dyslexic child. / Terzopoulos, Aris (Corresponding / Lead Author); Niolaki, Georgia (Corresponding / Lead Author); Masterson, Jackie (Corresponding / Lead Author) et al.
In: Preschool and Primary Education, Vol. 9, No. 1, 17.04.2021, p. 1-27.

Research output: Contribution to journal › Article › peer-review

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T1 - A linguistic awareness intervention targeting spelling and written expression in a developmental phonological dyslexic child

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AU - Masterson, Jackie

AU - Vousden, Janet I.

AU - Taylor, Laura

PY - 2021/4/17

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AB - We report the case of a monolingual English-speaking boy (AM) aged 10-years, and the intervention targeting spelling and written expression difficulties that AM had. AM’s performance was contrasted in all experimental measures to a group of 13 typically developing spellers attending the same class. Literacy and cognitive assessments revealed for AM non-word reading difficulties, and deficits in spelling, written expression, phonological ability, verbal memory and rapid automatized naming. AM took part in nine sessions of linguistic awareness intervention that focused on promoting simultaneous attention to phonology, orthography, morphology, semantics and syntax. Results revealed a significant improvement in spelling, non-word reading, writing and handwriting. The results indicate that raising linguistic awareness can have a robust impact on spelling and written expression.

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A linguistic awareness intervention targeting spelling and written expression in a developmental phonological dyslexic child

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