Improvements in Reading and Spelling Skills after a Phonological and Morphological Knowledge Intervention in Greek Children with Spelling Difficulties: A Pilot Study

Autor/inn/en	Tijms, Jurgen; Pavlidou, Elpida V.; Hoette, Hester A. I.
Titel	Improvements in Reading and Spelling Skills after a Phonological and Morphological Knowledge Intervention in Greek Children with Spelling Difficulties: A Pilot Study
Quelle	In: European Journal of Special Needs Education, 35 (2020) 5, S.711-721 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2019.1709702
Schlagwörter	Foreign Countries; Computer Assisted Instruction; Online Courses; Reading Achievement; Spelling; Reading Difficulties; Phonological Awareness; Morphology (Languages); Phonemic Awareness; Elementary School Students; Grade 5; Grade 6; Intervention; Program Effectiveness; Reading Fluency; Greek; Short Term Memory; Greece (Athens); Raven Progressive Matrices; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Ausland; Computer based training; Computerunterstützter Unterricht; Online course; Online-Kurs; Leseleistung; Schreibweise; Reading difficulty; Leseschwierigkeit; Morphology; Morphologie; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Grieche; Griechisch; Kurzzeitgedächtnis
Abstract	In this pilot study, we evaluated the effects of the online computer-based training programme 'Lexilogy-Greek' on the reading and spelling performance of young poor readers and spellers. The training is based on psycholinguistic principles that emphasise 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01