Improvements in reading and spelling skills after a phonological and morphological knowledge intervention in Greek children with spelling difficulties: a pilot study

Jurgen Tijms, Elpis Pavlidou, Hester Hoette

Research output: Contribution to journalArticlepeer-review


In this study, we evaluated the effects of the online computer-based training program “Lexilogy-Greek” on the reading and spelling performance of young poor readers and spellers. The training is based on psycholinguistic principles that emphasize the importance of acquiring efficient phonological as well as morphological knowledge in remediating reading and spelling difficulties. Our sample consisted of fifteen 5th and 6th grade primary school children. Reading and spelling were tested at three points, with a no-intervention period and subsequently an intervention period in between these time points. We adopted a single group repeated measurement design and tested for intervention effects using repeated measures ANOVAs. The results revealed substantial treatment effects on spelling, word reading fluency and text reading fluency.

Original languageEnglish
Number of pages11
JournalEuropean Journal of Special Needs Education
Early online date7 Jan 2020
Publication statusE-pub ahead of print - 7 Jan 2020

Bibliographical note

© 2020 The Author(s).


  • morphological knowledge
  • intervention
  • spelling disability

Cite this