Annals of Dyslexia

, Volume 60, Issue 1, pp 18–39 | Cite as

Spelling deficits in dyslexia: evaluation of an orthographic spelling training

Article

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.

Keywords

Dyslexia Intervention Spelling disability Spelling training Transparent orthography 

Notes

Acknowledgments

The authors wish to thank Christina Boronkay, Frances Bühn, Sandra Geldmacher, Sarah Gerstner, Carina Günther, Anne Hoyler, Meike Kampert, Marcia Klimek, Sabine Kürzinger, Josefine Rothe, Anton Stumpf, Romina Sukiennicki, and Isabelle Wenig for their help in collecting data and conducting training sessions. The work reported in this article was done in partial fulfillment of the first author’s dissertation at the Department of Child and Adolescent Psychiatry, University of Munich, Germany.

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Copyright information

© The International Dyslexia Association 2010

Authors and Affiliations

  1. 1.Department of Child and Adolescent PsychiatryUniversity of MunichMunichGermany

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