Intervention program efficacy for spelling difficulties

Abstract

OBJECTIVE: To develop an intervention procedure for spelling difficulties and to verify the effectiveness of the intervention program in students with lower spelling performance. METHOD: We developed an intervention program for spelling difficulties, according to the semiology of the errors. The program consisted of three modules totaling 16 sessions. The study included 40 students of the third to fifth grade of public elementary education of the city of Marilia (SP), of both genders, in aged of eight to 12 years old, being distributed in the following groups: GI (20 students with lower spelling performance) and GII (20 students with higher spelling performance). In situation of pre and post-testing, all groups were submitted to the Pro-Orthography. RESULTS: The results statistically analyzed showed that, in general, all groups had average of right that has higher in post-testing, reducing the types of errors second semiologycal classification, mainly related to natural spelling errors. However, the results also showed that the groups submitted to the intervention program showed better performance on spelling tests in relation to not submitted. CONCLUSION: The intervention program developed was effective once the groups submitted showed better performance on spelling tests in relation to not submitted. Therefore, the intervention program can help professionals in the Health and Education to minimize the problems related to spelling, giving students an intervention that is effective for the development of the spelling knowledge.

Programa fonoaudiológico em compreensão leitora e ortografia: efeitos na ortografia em disléxicos

“…Most of the schoolchildren analyzed showed improved performance from pre-to post-test, demonstrating the positive effects of a remediation program on the spelling of individuals with DD. This finding is in agreement with those of previous surveys, which reported improvement in the performance of students with orthographic difficulties after an intervention program (16) and of individuals with a diagnosis of reading disorder and dyslexia after intervention to stimulate the learning of orthographic rules (15) .…”

“…Some studies have addressed remedial programs aimed at spelling for individuals with DD and others at learning disorders, reporting improvement in reading (1) , writing and orthographic knowledge (15) . Brazilian authors have described intervention programs aimed at spelling difficulties, but not specifically at the population with DD (2,16) .…”

Predicting Reading and Spelling Disorders: A 4-Year Prospective Cohort Study

“…The main conclusion of this study is that RSD and SD children in a transparent writing system share a common deficit among kindergartener’s skills: conceptual knowledge of the writing system. As Sampaio and Capellini (2014) highlighted, students who are exposed to literacy in a reflection-focused way show better literacy performances, as the orthographic processes become automatic and they can draw their attention to the content of the text, rather than to the correct spelling of it. Longitudinal studies on later reading and spelling performances may help identify early cognitive predictors, although it is important to note that such predictors do not determine disorders in an all or nothing way, as developmental interactions among early cognitive skills are likely and concur with the genetic risk of the manifestations of symptoms ( Hulme and Snowling, 2013 ).…”

Cognitive factors contributing to spelling performance in children with prenatal alcohol exposure.

“…Nonetheless, improvement of spelling in children has been achieved (Sampaio & Capellini, 2014), with long-term gains in as little as one semester of behavioral intervention at a first grade level and is most effective for young children at risk for subsequent reading and spelling deficits (Vellutino et al, 1996). An emphasis on instruction of phonemic awareness and alphabetic understanding, including letter-sound correspondences, letter-writing resulting from explicit instruction, letter names, and an integration of both skills (e.g., what is the first sound in this word?…”