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

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. ISSN 0960-2011

Official URL: https://doi.org/10.1080/09602011.2018.1467330

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
Identification Number: https://doi.org/10.1080/09602011.2018.1467330
Date Deposited: 09 Apr 2021 17:47
Last Modified: 09 Apr 2021 17:48
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