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

Autor:	Jackie Masterson, Laura K. Taylor, Aris Terzopoulos, Janet I. Vousden, Georgia Niolaki
Rok vydání:	2021
Předmět:	media_common.quotation_subject Phonological dyslexia Phonology Linguistics Spelling linguistic awareness Handwriting Reading (process) Verbal memory Psychology Rapid automatized naming intervention Orthography media_common
Zdroj:	Preschool and Primary Education; Τόμ. 9 Αρ. 1 (2021); 1-27 Preschool and Primary Education; Vol. 9 No. 1 (2021); 1-27
ISSN:	2241-7206
DOI:	10.12681/ppej.22278
Popis:	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.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e148d7273c74a4d1f96e1fef92f7bc45 https://doi.org/10.12681/ppej.22278 Zobrazit plný text záznamu