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

TY - JOUR

T1 - Improvements in reading and spelling skills after a phonological and morphological knowledge intervention in Greek children with spelling difficulties

T2 - a pilot study

AU - Tijms, Jurgen

AU - Pavlidou, Elpis

AU - Hoette, Hester

N1 - © 2020 The Author(s).

PY - 2020/1/7

Y1 - 2020/1/7

N2 - 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.

AB - 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.

KW - morphological knowledge

KW - intervention

KW - spelling disability

U2 - 10.1080/08856257.2019.1709702

DO - 10.1080/08856257.2019.1709702

M3 - Article

SN - 0885-6257

JO - European Journal of Special Needs Education

JF - European Journal of Special Needs Education

ER -