Intervention for a lexical reading and spelling difficulty in two Greek-speaking primary age children

Aris R. Terzopoulos, Georgia Z. Niolaki (Lead / Corresponding author), Jackie Masterson

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1 Citation (Scopus)
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An intervention study was carried out with two nine-year-old Greek-speaking dyslexic children. Both children were slow in reading single words and text and had difficulty in spelling irregularly spelled words. One child was also poor in non-word reading. Intervention focused on spelling in a whole-word training using a flashcard technique that had previously been found to be effective with English-speaking children. Post-intervention assessments conducted immediately at the end of the intervention, one month later and then five months later showed a significant improvement in spelling of treated words that was sustained over time. In addition, both children showed generalisation of improvement to untrained words and an increase in scores in a standardised spelling assessment. The findings support the effectiveness of theoretically based targeted intervention for literacy difficulties.

Original languageEnglish
Pages (from-to)371-392
Number of pages22
JournalNeuropsychological Rehabilitation
Issue number3
Early online date14 May 2018
Publication statusPublished - 2020


  • Dual-route model
  • Dysgraphia
  • Spelling intervention

ASJC Scopus subject areas

  • Neuropsychology and Physiological Psychology
  • Rehabilitation
  • Arts and Humanities (miscellaneous)
  • Applied Psychology


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