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.
This is an Accepted Manuscript of an article published by Taylor & Francis in
Neuropsychological rehabilitation on 14/05/18, available
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- Dual-route model
- Spelling intervention
- Neuropsychology and Physiological Psychology
- Arts and Humanities (miscellaneous)
- Applied Psychology