Effectiveness of Spelling Interventions for Learners With Dyslexia: A Meta-Analysis and Systematic Review
Educational Psychologist
Galuschka, K., Görgen, R., et al. (2020).
Educational Psychologist, 55(1), 1-20.
This meta-analysis investigates various spelling intervention approaches (e.g., phonological awareness, phonics, orthographic, assisted writing) in individuals across the lifespan with dyslexia or spelling difficulties.
Not stated
December 1989 to December 2018
Controlled studies
34
Findings demonstrated that, when compared to children receiving treatment as usual or no spelling intervention, learners with dyslexia or spelling deficits showed better reading and spelling performance following spelling intervention. Spelling treatments were reported to have a moderate effect size (<em>g</em>) on spelling performance (<em>g</em> = 0.68) and a small to moderate effect size for reading performance (<em>g</em> = 0.42).
Results indicated that phonics, morphological, and orthographic interventions were effective across a wide age span to improve spelling outcomes as demonstrated with effect sizes of 0.68, 0.80, and 0.67, respectively.
