This study evaluates the effect of an intervention whose aim is to make articulatory consciousness a tool in decoding and spelling. The sample comprises 11 students with severe dyslexia (2 SD below the mean pseudoword scores), and the intervention programme consists of 32 individual sessions over 8 weeks. The study applies a multiple baseline/probe design with five baseline tests that correspond to a control condition, eight tests during the intervention and five post-intervention tests. On average, the results show significant improvement in all reading and spelling outcomes. However, there were also significant effects on an irrelevant control task (the pegboard test), perhaps indicating testing effects on the dependent variables, making it difficult to draw firm conclusions from the study. Consequently, testing the intervention in randomised trials of children with severe dyslexia is recommended to draw more firm conclusions about its efficacy for this group.

本研究评估了旨在使发音意识成为解码和拼写工具的干预效果。样本包括 11 名患有严重阅读障碍的学生（2 SD低于平均伪词分数），干预计划由 8 周内的 32 次单独会话组成。该研究应用了多基线/探针设计，其中包含与控制条件相对应的五个基线测试、干预期间的八个测试和五个干预后测试。平均而言，结果显示所有阅读和拼写结果都有显着改善。然而，对不相关的控制任务（钉板测试）也有显着影响，可能表明测试对因变量有影响，因此很难从研究中得出确切的结论。因此，建议在对患有严重阅读障碍的儿童的随机试验中测试干预措施，以就其对该组的疗效得出更明确的结论。