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

Niolaki, G., Vousden, J. ORCID: 0000-0001-7237-1490, Terzopoulos, A., Taylor, L.M. and Masterson, J., 2020. A linguistic awareness intervention targeting spelling and written expression in a 10-year-old dyslexic child. Preschool & Primary Education. ISSN 2241-7206 (Forthcoming)

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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: 29 June 2020
ISSN: 2241-7206
Identifiers:
NumberType
1339961Other
Divisions: Schools > School of Social Sciences
Depositing User: Linda Sullivan
Date Added: 02 Jul 2020 07:27
Last Modified: 02 Jul 2020 07:27
Related URLs:
URI: http://irep.ntu.ac.uk/id/eprint/40152

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