Spelling improvement through letter-sound and whole-word training in two multilingual Greek- and English- speaking children

Research output: Contribution to journalArticle

29 Downloads (Pure)


Case studies of two children with spelling difficulty are reported. LK was multilingual and ED bilingual. A training programme that targeted phonic decoding (or sublexical) spelling processes was conducted with both children. Immediate and delayed post-training assessments showed improvement in spelling nonwords for LK but not for ED. Training that targeted whole word (or lexical) spelling processes was then conducted with ED. Improvement in spelling of irregular words (a marker for lexical spelling processes) was observed. Research into literacy difficulties with multilingual children is sparse, although multilingualism is increasingly widespread. Up to now theoretically based training studies have focused on monolingual children and results were promising. The present findings indicate that theoretically based training programmes for literacy difficulties can also be effective for multilingual children.
Original languageEnglish
JournalMultilingual Education
Issue number20
Publication statusPublished - 31 Jul 2014


Bibliographical note

Creative Commons Attribution License


  • Multilingualism Spelling training Dual route model

Cite this