ABSTRACT 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.

中文翻译：

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干预两个讲希腊语的小学年龄儿童的词汇阅读和拼写困难

摘要 对两个 9 岁说希腊语的阅读障碍儿童进行了一项干预研究。两个孩子在阅读单个单词和文本时都很慢，并且在拼写不规则的单词方面有困难。一个孩子在非文字阅读方面也很差。干预的重点是使用以前发现对讲英语的儿童有效的抽认卡技术在全字训练中的拼写。在干预结束时立即进行的干预后评估，一个月后和五个月后显示，随着时间的推移，处理过的单词的拼写有显着改善。此外，两个孩子都表现出对未受过训练的单词的普遍改进和标准化拼写评估的分数增加。