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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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:
1 May 2018Accepted
14 May 2018Published 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

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