Effectiveness of spelling interventions for learners with dyslexia: A meta-analysis and systematic review-Reference-Cited by-同舟云学术

Effectiveness of spelling interventions for learners with dyslexia: A meta-analysis and systematic review

Published:2020-01-02 Issue:1 Volume:55 Page:1-20
ISSN:0046-1520
Container-title:Educational Psychologist
language:en
Short-container-title:Educational Psychologist

Author:

Galuschka Katharina¹,Görgen Ruth¹,Kalmar Julia²,Haberstroh Stefan¹,Schmalz Xenia¹,Schulte-Körne Gerd¹

Affiliation:

1. Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital, LMU Munich, Munich, Germany;

2. Center for Psychological Psychotherapy, University of Heidelberg, Heidelberg, Germany

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology

Link

https://www.tandfonline.com/doi/pdf/10.1080/00461520.2019.1659794

Reference134 articles.

1. It’s never too late to remediate: Teaching word recognition to students with reading disabilities in grades 4–7

2. The Effects of Morphological Awareness Training on the Reading and Spelling Skills of Young Dyslexics

3. Baayen, R. H., Piepenbrock, R. & Gulikers, L. (1995). The CELEX Lexical Database. Release 2 (CD-ROM): Linguistic Data Consortium, University of Pennsylvania.

4. Teaching children with dyslexia to spell in a reading-writers’ workshop

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