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

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

Vousden, Janet
Masterson, Jackie
Niolaki, Georgia
Taylor, Laura
Terzopoulos, Aris

info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
single case experimental design (EN)

2021-04-17


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 non-word reading difficulties, and deficits in spelling, written expression, phonological ability, verbal memory and rapid automatized 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 significant improvement in spelling, non-word reading, writing and handwriting. The results indicate that raising linguistic awareness can have a robust impact on spelling and written expression. (EN)


Phonological dyslexia (EN)
intervention (EN)
linguistic awareness (EN)

Προσχολική και Σχολική Εκπαίδευση

Αγγλική γλώσσα

Laboratory of Pedagogical Research & Applications (EL)


2241-7206
Preschool and Primary Education; Τόμ. 9 Αρ. 1 (2021); 1-27 (EL)
Preschool and Primary Education; Vol. 9 No. 1 (2021); 1-27 (EN)

http://creativecommons.org/licenses/by-nc-sa/4.0
Copyright (c) 2025 Georgia Niolaki, Janet Vousden, Aris Terzopoulos, Laura Taylor, Jackie Masterson (EN)




*Η εύρυθμη και αδιάλειπτη λειτουργία των διαδικτυακών διευθύνσεων των συλλογών (ψηφιακό αρχείο, καρτέλα τεκμηρίου στο αποθετήριο) είναι αποκλειστική ευθύνη των αντίστοιχων Φορέων περιεχομένου.