Effectiveness of Spelling Interventions for Learners with Dyslexia: A Meta-Analysis and Systematic Review

Autor/inn/en	Galuschka, Katharina; Görgen, Ruth; Kalmar, Julia; Haberstroh, Stefan; Schmalz, Xenia; Schulte-Körne, Gerd
Titel	Effectiveness of Spelling Interventions for Learners with Dyslexia: A Meta-Analysis and Systematic Review
Quelle	In: Educational Psychologist, 55 (2020) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
DOI	10.1080/00461520.2019.1659794
Schlagwörter	Spelling; Intervention; Dyslexia; Children; Adolescents; Adults; Phonics; Writing (Composition); Morphology (Languages); Teaching Methods; Morphemes; Written Language; Program Effectiveness; German; English; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Schreibweise; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schreibübung; Morphology; Morphologie; Teaching method; Lehrmethode; Unterrichtsmethode; Morphem; Geschriebene Sprache; Deutscher; English language; Englisch; Ausland; Deutschland
Abstract	This systematic review and meta-analysis investigated the efficacy of spelling interventions for the remediation of dyslexia and spelling deficits. Theoretically important moderators, such as the treatment approach as well as orthographic and sample characteristics, were also considered. Thirty-four controlled trials that evaluated spelling interventions in children, adolescents, and adults with dyslexia and spelling deficits were included. Results show that treatment approaches using phonics, orthographic (graphotactic or orthographic phonological spelling rules), and morphological instruction had a moderate to high impact on spelling performance. A significant influence of interventions that teach memorization strategies to improve spelling could not be confirmed. This work shows that understanding the principles of an orthography is beneficial for learners with dyslexia or spelling deficits and presents key components for effective spelling intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01