Response to Phonics Through Spelling Intervention in Children With Dyslexia

@article{vanRijthoven2022ResponseTP,
  title={Response to Phonics Through Spelling Intervention in Children With Dyslexia},
  author={Robin van Rijthoven and Tijs Kleemans and Eliane Segers and Ludo Verhoeven},
  journal={Reading \& Writing Quarterly},
  year={2022},
  volume={37},
  pages={17 - 31}
}
Abstract We examined the response to a phonics through spelling intervention for children with developmental dyslexia in word and pseudoword reading efficiency and word spelling. Furthermore, we investigated to what extent the response to the intervention is robust across different cognitive profiles (phonological awareness, rapid automatized naming, and working memory). A group of 54 Dutch children, diagnosed with developmental dyslexia, received a phonics through spelling intervention that… 
View on Taylor & Francis
tandfonline.com
2 Citations
Background Citations
1

2 Citations

Semantics impacts response to phonics through spelling intervention in children with dyslexia
TLDR
It is implicates that semantic stimulation could benefit the spelling development of children at risk for or with dyslexia by analyzing their phonological, morphological, and orthographical spelling errors both before and after the intervention.
Evaluation of a Spelling Intervention Program for Third Graders at Risk for Learning Disabilities

References

SHOWING 1-10 OF 48 REFERENCES
Predicting responsiveness to a sustained reading and spelling intervention in children with dyslexia
TLDR
Results showed that children with dyslexia improved in reading accuracy and efficiency and in spelling skills during the two phases of the intervention although the gap with typical readers increased.
Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up.
In a longitudinal study, development of word reading fluency and spelling were followed for almost 8 years. In a group of 115 students (65 girls, 50 boys) acquiring the phonologically transparent…
Pathways to literacy: a study of invented spelling and its role in learning to read.
This intervention study tested whether invented spelling plays a causal role in learning to read. Three groups of kindergarten children (mean age = 5 years 7 months) participated in a 4-week…
From Reading to Spelling and Spelling to Reading: Transfer Goes both Ways.
This study compares the effects of practice spelling and reading specific words on the orthographic representations in memory involved in reading both practiced words and new, unfamiliar words.…
The role of spelling in learning to read
Abstract Early interactive processes of development in reading, spelling and implicit and explicit phonological awareness were assessed in a group of children at four time‐points as they progressed…
Dysfluent reading in the absence of spelling difficulties: A specific disability in regular orthographies.
Two large studies identified substantial numbers of German-speaking children (Grade 3) with marked dissociations between reading and spelling difficulties. These dissociations were expected because…
Integrated morphological awareness intervention as a tool for improving literacy.
TLDR
Pupils should consider the likely benefits of literacy intervention that focuses on developing morphological awareness in conjunction with other types of linguistic awareness, including knowledge of phonology, orthography, syntax and semantics.
Spelling deficits in dyslexia: evaluation of an orthographic spelling training
TLDR
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.
Does learning to spell help beginners learn to read words
IN THIS EXPERIMENT, we examined whether teaching beginners to produce phonetic spellings improves their ability to read words. Kindergarten students who could name letters but could not spell words…
The Dyslexia Spectrum: Continuities Between Reading, Speech, and Language Impairments
D. V. M. Bishop and M. J. Snowling (2004) proposed that 2 dimensions of language are required to conceptualize the relationship between dyslexia and specific language impairment: phonological skills…
...
...