Authors: Nathalie Chapleau , Kathy Beaupré-Boivin.
Publication: Education . 9(1): 1-8 2019 | DOI: 10.5923/j.edu.20190901.01
Abstract Learning to spell is a challenge for all beginning writers. For children with dyslexia, in particular, phonological and orthographic deficits are the cause of spelling errors that persist despite classroom instruction. The goal of the present study was to examine the effects of rehabilitation interventions on the development of spelling knowledge and strategies in 12 children with dyslexia aged between 10 and 12 years whose mother tongue is french. An AB1A / AB2A single-case design with replication across participants was used. During the two intervention phases of six weeks each, participants received remedial interventions focused on their deficits (B1) followed by compensatory interventions aimed at developing their abilities (B2). Results indicated that both types of interventions generally improved participants’ spelling performance. However, the alphabetic and orthographic spelling strategies, taught during remedial interventions, would require a longer intervention phase to ensure that learning is maintained after cessation of intervention. As for the morphemic spelling strategy, taught during compensatory interventions, improvements in spelling performance indicated that this strategy is accessible to children with dyslexia.