Het effect van de fonologische en leerpsychologische methode bij leerlingen met dyslexie
until further notice
SourcePedagogische Studiën, 87, 2, (2010), pp. 118-133
Article / Letter to editor
Display more detailsDisplay less details
FSW_Expertisecentrum Nederlands (EN)
SW OZ BSI OLO
SubjectLearning and Plasticity
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.
Upload full text
Use your RU credentials (u/z-number and password) tolog in with SURFconextto upload a file for processing by the repository team.