A large body of research demonstrates that many bilingual students struggle with gaining command of vocabulary at the same level as that of their monolingual peers in school language (e.g, Farnia & Geva, 2011). It is a well-established observation that insufficient vocabulary skills constitute a bottleneck for reading comprehension and ultimately for academic achievement (e.g., August & Shanahan, 2008). At the same time, bilingual children may learn different concepts and words in their L1 then in their L2, which is not taken into account when their vocabulary proficiency is only assessed in one language. Thus, there is a great need for more knowledge about typical bilingual children's vocabulary and the best ways of investigating the semantic knowledge that bilingual children possess across their L1 (the home language) and L2 (the societal language) (
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.
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