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

Aris Terzopoulos; Georgia Niolaki; Jackie Masterson

doi:10.1080/09602011.2018.1467330

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

Aris Terzopoulos, Georgia Niolaki, Jackie Masterson

University College London

Research output: Contribution to journal › Article › peer-review

1 Citation (Scopus)

204 Downloads (Pure)

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 language	English
Pages (from-to)	371-392
Number of pages	22
Journal	Neuropsychological Rehabilitation
Volume	30
Issue number	3
Early online date	14 May 2018
DOIs	https://doi.org/10.1080/09602011.2018.1467330
Publication status	Published - 15 Mar 2020

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

Dual-route model
Dysgraphia
Spelling intervention

ASJC Scopus subject areas

Neuropsychology and Physiological Psychology
Rehabilitation
Arts and Humanities (miscellaneous)
Applied Psychology

Access to Document

10.1080/09602011.2018.1467330

Post-PrintAccepted author manuscript, 1.22 MB

Cite this

@article{6a79fe7071cf4f72903bb8d561f6e277,

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. ",

keywords = "Dual-route model, Dysgraphia, Spelling intervention",

author = "Aris Terzopoulos and Georgia Niolaki and Jackie Masterson",

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 {\textcopyright} 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. ",

year = "2020",

month = mar,

day = "15",

doi = "10.1080/09602011.2018.1467330",

language = "English",

volume = "30",

pages = "371--392",

journal = "Neuropsychological Rehabilitation",

issn = "0960-2011",

publisher = "Taylor and Francis",

number = "3",

}

TY - JOUR

T1 - Intervention for a lexical reading and spelling difficulty in two Greek-speaking primary age children

T2 - Lexical intervention targeting spelling

AU - Terzopoulos, Aris

AU - Niolaki, Georgia

AU - Masterson, Jackie

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.

PY - 2020/3/15

Y1 - 2020/3/15

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.

AB - 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.

KW - Dual-route model

KW - Dysgraphia

KW - Spelling intervention

UR - http://www.scopus.com/inward/record.url?scp=85046902394&partnerID=8YFLogxK

U2 - 10.1080/09602011.2018.1467330

DO - 10.1080/09602011.2018.1467330

M3 - Article

SN - 0960-2011

SN - 1464-0694

VL - 30

SP - 371

EP - 392

JO - Neuropsychological Rehabilitation

JF - Neuropsychological Rehabilitation

IS - 3

ER -

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

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

A sublexical training study for spelling in a biliterate Greek- and English- speaking child

HelexKids: A word frequency database for Greek and Cypriot primary school children

Spelling difficulty in a 10 year old trilingual child: A case study and report of an effective intervention programme

Cite this