Intervention for a lexical reading and spelling difficulty in two Greek-speaking primary age children

Aris R. Terzopoulos, Georgia Z. Niolaki*, Jackie Masterson

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    1 Citation (SciVal)

    Abstract

    An intervention study was carried out with two nine-year-old Greek-speaking dyslexic children. Both children were slow in reading single words and text and had difficulty in spelling irregularly spelled words. One child was also poor in non-word reading. Intervention focused on spelling in a whole-word training using a flashcard technique that had previously been found to be effective with English-speaking children. Post-intervention assessments conducted immediately at the end of the intervention, one month later and then five months later showed a significant improvement in spelling of treated words that was sustained over time. In addition, both children showed generalisation of improvement to untrained words and an increase in scores in a standardised spelling assessment. The findings support the effectiveness of theoretically based targeted intervention for literacy difficulties.
    Original languageEnglish
    Pages (from-to)371-392
    Number of pages22
    JournalNeuropsychological Rehabilitation
    Volume30
    Issue number3
    DOIs
    Publication statusPublished (VoR) - 16 Apr 2018

    Keywords

    • Dual-route model
    • Dysgraphia
    • Spelling intervention

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