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

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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 nonword 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.
Original languageEnglish
Pages (from-to)(In-Press)
JournalNeuropsychological Rehabilitation
Volume(In-Press)
Early online date14 May 2018
DOIs
Publication statusE-pub ahead of print - 14 May 2018

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Bibliographical note

This is an Accepted Manuscript of an article published by Taylor & Francis in
Neuropsychological rehabilitation on 14/05/18, available
online: http://www.tandfonline.com/10.1080/09602011.2018.1467330

Copyright © and Moral Rights are retained by the author(s) and/ or other copyright owners. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This item cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder(s). The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders.

Keywords

  • Dysgraphia
  • Dual-route model
  • Spelling intervention

Cite this

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title = "Intervention for a lexical reading and spelling difficulty in two Greek-speaking primary age children: Lexical intervention targeting spelling",
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 nonword 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.",
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N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Neuropsychological rehabilitation on 14/05/18, available online: http://www.tandfonline.com/10.1080/09602011.2018.1467330 Copyright © and Moral Rights are retained by the author(s) and/ or other copyright owners. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This item cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder(s). The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders.

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N2 - 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 nonword 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.

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