Niolaki, GZ;
Terzopoulos, AR;
Masterson, J;
(2017)
A sublexical training study for spelling in a biliterate Greek- and English-speaking child.
Neuropsychological Rehabilitation
, 27
(4)
pp. 540-562.
10.1080/09602011.2015.1105825.
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Abstract
RI is an emergent trilingual boy, literate in Greek and English, with difficulties in reading and spelling in both languages. Assessment with non-literacy tests revealed a deficit in phonological ability and in visual memory for sequentially presented characters. RI took part in a training programme that targeted sublexical spelling processes. Post-intervention assessment revealed improvement in reading and spelling in Greek but not in English. Assessments of lexical and sublexical skills showed improvement in nonword spelling and nonword reading for Greek. For English, there was some indication of improvement in nonword reading at delayed post-intervention testing, but no evidence of improvement in nonword spelling. Possible reasons for the difference in outcome for the two languages are considered, including the level of transparency of written Greek and English.
| Type: | Article |
|---|---|
| Title: | A sublexical training study for spelling in a biliterate Greek- and English-speaking child |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/09602011.2015.1105825 |
| Publisher version: | http://doi.org/10.1080/09602011.2015.1105825 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Spelling intervention, Bilingual child, Sublexical |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10043009 |
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