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

Terzopoulos, Aris and Niolaki, Georgia Z. and Masterson, Jackie (2018) 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

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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
Identification Number:	https://doi.org/10.1080/09602011.2018.1467330
Dates:	Date Event 1 May 2018 Accepted 14 May 2018 Published Online
Uncontrolled Keywords:	Dysgraphia, Dual-route model, Spelling intervention
Subjects:	CAH04 - psychology > CAH04-01 - psychology > CAH04-01-01 - psychology (non-specific)
Divisions:	Faculty of Business, Law and Social Sciences > School of Social Sciences > Dept. Psychology
Depositing User:	Gemma Tonks
Date Deposited:	11 Jul 2023 12:40
Last Modified:	11 Jul 2023 12:40
URI:	https://www.open-access.bcu.ac.uk/id/eprint/14602

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