Spelling deficits in dyslexia: evaluation of an orthographic spelling training |
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| Authors: | Elena Ise and Gerd Schulte-K?rne |
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| Institution: | (1) Department of Child and Adolescent Psychiatry, University of Munich, Pettenkoferstra?e 8a, 80336 Munich, Germany; |
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| Abstract: | Orthographic spelling is a major difficulty in German-speaking children with dyslexia. The aim of the present study was to
evaluate the effectiveness of an orthographic spelling training in spelling-disabled students (grade 5 and 6). In study 1,
ten children (treatment group) received 15 individually administered weekly intervention sessions (60 min each). A control
group (n = 4) did not receive any intervention. In study 2, orthographic spelling training was provided to a larger sample consisting
of a treatment group (n = 13) and a delayed treatment control group (n = 14). The main criterion of spelling improvement was analyzed using an integrated dataset from both studies. Repeated-measures
analysis of variance revealed that gains in spelling were significantly greater in the treatment group than in the control
group. Statistical analyses also showed significant improvements in reading (study 1) and in a measure of participants’ knowledge
of orthographic spelling rules (study 2). The findings indicate that an orthographic spelling training enhances reading and
spelling ability as well as orthographic knowledge in spelling-disabled children learning to spell a transparent language
like German. |
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