We examined the response to a phonics through spelling intervention in 52 children with dyslexia by analyzing their phonological, morphological, and orthographical spelling errors both before and after the intervention whereas their spelling errors before the intervention were compared with those of 105 typically developing spellers. A possible compensatory role of semantics on the intervention effects was also investigated. Results showed that before the intervention, children with dyslexia and the typically developing children both made most morphological errors, followed by orthographic and phonological errors. Within each category, children with dyslexia made more errors than the typically developing children, with differences being largest for phonological errors. Children with dyslexia with better developed semantic representations turned out to make less phonological, morphological, and orthographic errors compared with children with dyslexia with less developed semantic representations. The intervention for children with dyslexia led to a reduction of all error types, mostly of the orthographic errors. In addition, semantics was related to the decline in phonological, morphological, and orthographic spelling errors. This study implicates that semantic stimulation could benefit the spelling development of children at risk for or with dyslexia.

我们通过分析干预前后的语音、形态和正字法拼写错误来检查 52 名阅读障碍儿童通过拼写干预对语音的反应，并将干预前的拼写错误与 105 名正常发育的拼写者的拼写错误进行比较。还研究了语义对干预效果的可能补偿作用。结果显示，干预前，阅读障碍儿童和发育正常的儿童均出现最多的形态错误，其次是拼字和语音错误。在每个类别中，阅读障碍儿童比正常发育的儿童犯的错误更多，语音错误的差异最大。与语义表达欠发达的阅读障碍儿童相比，语义表达更发达的阅读障碍儿童出现的语音、形态和拼字错误更少。对阅读障碍儿童的干预减少了所有错误类型，主要是拼字错误。此外，语义与语音、形态和拼写错误的减少有关。这项研究表明语义刺激可能有利于有阅读障碍风险或患有阅读障碍的儿童的拼写发展。此外，语义与语音、形态和拼写错误的减少有关。这项研究表明语义刺激可能有利于有阅读障碍风险或患有阅读障碍的儿童的拼写发展。此外，语义与语音、形态和拼写错误的减少有关。这项研究表明语义刺激可能有利于有阅读障碍风险或患有阅读障碍的儿童的拼写发展。