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Title: Het effect van de fonologische en leerpsychologische methode bij leerlingen met dyslexie
Author(s): Gijsel, M.A.R. ; Bosman, A.M.T.
Publication year: 2010
Source: Pedagogische Studiën, vol. 87, iss. 2, (2010), pp. 118-133
Number of Pages: 16 p.
ISSN: 0165-0645
Publication type: Article / Letter to editor

Please use this identifier to cite or link to this item : http://hdl.handle.net/2066/90528   http://hdl.handle.net/2066/90528

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Subject: Learning and Plasticity
Organization: FSW_Expertisecentrum Nederlands (EN)
SW OZ BSI OLO
Journal title:
Pedagogische Studiën
Volume: vol. 87
Issue: iss. 2
Page start: p. 118
Page end: p. 133
Abstract:
In this study, the effects of a psycholinguistic intervention program for reading and spelling were investigated in 392 children with dyslexia. About 144 children in Grades 1 and 2 (mean age 8.0), 190 children in Grades 3 and 4 (mean age 9.6) and 58 children in Grades 5 and 6 (mean age 11.1) participated. Standardized tests measured reading and spelling performance at intake, after 8 and after 16 interventions. Children were trained individually during one hour a week and they received a home training program. Results showed a significant improvement of their reading and spelling scores after 8 and after 16 interventions. In reading, effects were larger for reading text than for reading isolated words. Moreover, training effects were larger for spelling than for reading.

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