Terzopoulos, A.R, Niolaki, G.Z and Masterson, J (2020) 'Intervention for a lexical reading and spelling difficulty in two Greek-speaking primary age children.' Neuropsychological Rehabilitation, 30 (3). pp. 371-392.
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.
| Item Type: | Article |
|---|---|
| Keywords: | dysgraphia,dual-route model, spelling intervention |
| 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) |
| Date Deposited: | 09 Apr 2021 17:47 |
| Last Modified: | 09 Jun 2023 17:43 |
| ISSN: | 0960-2011 |
| URI / Page ID: | https://researchspace.bathspa.ac.uk/id/eprint/13966 |
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