A sublexical training study for spelling in a biliterate Greek- and English-speaking child

Niolaki, G.Z, Terzopoulos, A.R and Masterson, J (2017) 'A sublexical training study for spelling in a biliterate Greek- and English-speaking child.' Neuropsychological Rehabilitation, 27 (4). pp. 540-562. ISSN 0960-2011

Abstract

RI is an emergent trilingual boy, literate in Greek and English, with difficulties in reading and spelling in both languages. Assessment with non-literacy tests revealed a deficit in phonological ability and in visual memory for sequentially presented characters. RI took part in a training programme that targeted sublexical spelling processes. Post-intervention assessment revealed improvement in reading and spelling in Greek but not in English. Assessments of lexical and sublexical skills showed improvement in nonword spelling and nonword reading for Greek. For English, there was some indication of improvement in nonword reading at delayed post-intervention testing, but no evidence of improvement in nonword spelling. Possible reasons for the difference in outcome for the two languages are considered, including the level of transparency of written Greek and English.

Item Type:	Article
Keywords:	spelling intervention, bilingual child, sublexical
Divisions:	School of Education
Research Centres and Groups:	Centre for Research in Equity, Inclusion and Community (CREIC) Research Centre on Policy, Pedagogy and Practice in Education (PPP)
Identification Number:	https://doi.org/10.1080/09602011.2015.1105825
Date Deposited:	09 Apr 2021 14:25
Last Modified:	09 Jun 2023 17:46
URI / Page ID:	https://researchspace.bathspa.ac.uk/id/eprint/13931

	Request a change to this item or report an issue
	Update item (repository staff only)