Het effect van de fonologische en leerpsychologische methode bij leerlingen met dyslexie

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.