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 combined reading and spelling instruction and practice in a systematic way. An equal amount of time was spent on reading and spelling. Compared with norms within a normal population, positive effects were established for word and pseudoword reading efficiency and word spelling from pretest to posttest. The individual variation in phonological awareness, rapid automatized naming, and verbal working memory did not significantly influence the progress in reading and spelling children made during the phonics through spelling intervention. It can thus be concluded that a combined reading and spelling intervention is beneficial for word and pseudoword reading efficiency and word spelling in children with developmental dyslexia notwithstanding their cognitive profiles. Although promising results were found, this study also showed the persistence of spelling but even more so of reading problems after an intervention among children with dyslexia.

中文翻译：

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阅读障碍儿童通过拼写干预对语音的反应

摘要 我们通过拼写干预对发育性阅读障碍儿童在单词和伪单词阅读效率和单词拼写方面的反应进行了研究。此外，我们调查了不同认知特征（语音意识、快速自动命名和工作记忆）对干预的反应在多大程度上是稳健的。一组 54 名被诊断患有发育性阅读障碍的荷兰儿童通过拼写干预接受了语音学，该拼写干预以系统的方式结合阅读和拼写指导和练习。阅读和拼写花费的时间相同。与正常人群中的常模相比，从前测到后测，对单词和伪词的阅读效率和单词拼写建立了积极的影响。语音意识的个体差异，快速自动命名和语言工作记忆并没有显着影响通过拼写干预在语音学中取得的儿童阅读和拼写的进步。因此可以得出结论，尽管患有发展性阅读障碍的儿童的认知状况如何，但联合阅读和拼写干预对单词和伪单词的阅读效率和单词拼写有益。尽管发现了令人鼓舞的结果，但这项研究还表明，在对阅读障碍儿童进行干预后，拼写问题仍然存在，阅读问题更是如此。因此可以得出结论，尽管患有发展性阅读障碍的儿童的认知状况如何，但联合阅读和拼写干预对单词和伪单词的阅读效率和单词拼写有益。尽管发现了令人鼓舞的结果，但这项研究还表明，在对阅读障碍儿童进行干预后，拼写问题仍然存在，阅读问题更是如此。因此可以得出结论，尽管患有发展性阅读障碍的儿童的认知状况如何，但联合阅读和拼写干预对单词和伪单词的阅读效率和单词拼写有益。尽管发现了令人鼓舞的结果，但这项研究还表明，在对阅读障碍儿童进行干预后，拼写问题仍然存在，阅读问题更是如此。