A linguistic awareness intervention targeting spelling and written expression in a 10-year-old dyslexic child

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Niolaki, G., Vousden, J. ORCID: 0000-0001-7237-1490, Terzopoulos, A., Taylor, L.M. and Masterson, J., 2021. A linguistic awareness intervention targeting spelling and written expression in a 10-year-old dyslexic child. Preschool & Primary Education, 9 (1), pp. 1-27. ISSN 2241-7206

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Official URL: https://doi.org/10.12681/ppej.22278

Abstract

We report the case of a monolingual English-speaking boy (AM) aged 10-years, and the intervention targeting spelling and written expression difficulties that AM had. AM's performance was contrasted in all experimental measures to a group of 13 typically developing spellers attending the same class. Literacy and cognitive assessments revealed for AM pseudoword reading difficulties, and deficits in spelling, written expression, phonological ability, verbal memory and rapid automatised naming. AM took part in nine sessions of linguistic awareness intervention that focused on promoting simultaneous attention to phonology, orthography, morphology, semantics and syntax. Results revealed a substantial improvement in spelling, pseudoword reading, writing and handwriting. The results indicate that raising linguistic awareness can have a robust impact on spelling and written expression.

Item Type:

Journal article

Alternative Title:

A linguistic awareness intervention in dyslexia

Publication Title:

Preschool & Primary Education

Creators:

Niolaki, G., Vousden, J., Terzopoulos, A., Taylor, L.M. and Masterson, J.

Publisher:

Department of Preschool Education, University of Crete

Date:

9 April 2021