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

Niolaki, GZ; Masterson, J; Terzopoulos, AR; (2014) Spelling improvement through letter-sound and whole-word training in two multilingual Greek- and English- speaking children. Multilingual Education , 4 (1) , Article 20. 10.1186/s13616-014-0020-3. Green open access

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Abstract

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.

Type: Article
Title: Spelling improvement through letter-sound and whole-word training in two multilingual Greek- and English- speaking children
Open access status: An open access version is available from UCL Discovery
DOI: 10.1186/s13616-014-0020-3
Publisher version: http://dx.doi.org/10.1186/s13616-014-0020-3
Language: English
Additional information: Copyright © Niolaki et al.; licensee Springer 2014. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://​creativecommons.​org/​licenses/​by/​2.​0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited.
Keywords: Multilingualism, Spelling training, Dual route model
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
URI: https://discovery.ucl.ac.uk/id/eprint/1476322
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