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Assessing Dyslexia at Six Year of Age
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Intervention program efficacy for spelling difficulties.

Maria Nobre Sampaio1, Simone Aparecida Capellini1

  • 1Faculty of Philosophy and Sciences, Universidade Estadual Paulista Júlio de Mesquita Filho, Marília, SP, Brasil.

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|August 15, 2014
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Summary
This summary is machine-generated.

This study developed an effective spelling intervention program for elementary students. The program significantly improved spelling performance, particularly for students with lower initial abilities.

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Area of Science:

  • Educational Psychology
  • Developmental Psychology
  • Speech and Language Pathology

Background:

  • Spelling difficulties are a common challenge for elementary students.
  • Targeted interventions are crucial for improving orthographic skills.
  • Understanding error semiology informs effective intervention design.

Purpose of the Study:

  • To develop a novel intervention procedure for addressing spelling difficulties.
  • To evaluate the efficacy of this intervention program in students with lower spelling performance.

Main Methods:

  • A 16-session intervention program was developed based on error analysis (semiology).
  • Forty 3rd-5th graders (8-12 years) were divided into low and high spelling performance groups.
  • Pre- and post-testing using the Pro-Orthography assessment was conducted.

Main Results:

  • All students showed improved spelling accuracy and reduced error types post-intervention.
  • Students participating in the intervention program demonstrated significantly better spelling outcomes.
  • The intervention was particularly beneficial for students with initial lower spelling abilities.

Conclusions:

  • The developed intervention program is effective in enhancing spelling skills.
  • This program offers a valuable tool for educators and health professionals to address spelling challenges.
  • Effective intervention can lead to improved spelling knowledge and academic success.