Terzopoulos, AR;
Niolaki, GZ;
Masterson, J;
(2018)
Intervention for a lexical reading and spelling difficulty in two Greek-speaking primary age children.
Neuropsychological Rehabilitation
10.1080/09602011.2018.1467330.
(In press).
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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 non-word 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.
| Type: | Article |
|---|---|
| Title: | Intervention for a lexical reading and spelling difficulty in two Greek-speaking primary age children |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/09602011.2018.1467330 |
| Publisher version: | https://doi.org/10.1080/09602011.2018.1467330 |
| 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: | Dysgraphia, Dual-route model, Spelling intervention |
| 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/10092411 |
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