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

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JournalEuropean Journal of Special Needs Education
DateAccepted/In press - 23 Dec 2019
DateE-pub ahead of print (current) - 7 Jan 2020
Number of pages11
Early online date7/01/20
Original languageEnglish

Abstract

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.

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© 2020 The Author(s).

    Research areas

  • morphological knowledge, intervention, spelling disability

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