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 language | English |
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Pages (from-to) | 371-392 |
Number of pages | 22 |
Journal | Neuropsychological Rehabilitation |
Volume | 30 |
Issue number | 3 |
DOIs | |
Publication status | Published (VoR) - 16 Apr 2018 |
Keywords
- Dual-route model
- Dysgraphia
- Spelling intervention