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Reading & Writing Quarterly
Overcoming Learning Difficulties
Volume 37, 2021 - Issue 1
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Original Articles

Response to Phonics Through Spelling Intervention in Children With Dyslexia

Robin van RijthovenBehavioural Science Institute, Radboud University, Nijmegen, The Netherlands; ;OPM, Nijmegen, The NetherlandsCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-2800-1246
ORCID Icon,
Tijs KleemansBehavioural Science Institute, Radboud University, Nijmegen, The Netherlands;
,
Eliane SegersBehavioural Science Institute, Radboud University, Nijmegen, The Netherlands;
&
Ludo VerhoevenBehavioural Science Institute, Radboud University, Nijmegen, The Netherlands;
Pages 17-31 | Published online: 13 Jan 2020

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Read on this site (1)

Konstantina Fragkouli, Faye Antoniou, Angeliki Mouzaki, Asimina M. Ralli, Vasiliki Kokkali & Kariofyllia Alexoudi. (2022) Evaluation of a Spelling Intervention Program for Third Graders at Risk for Learning Disabilities. Reading & Writing Quarterly 38:6, pages 544-563.
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Articles from other publishers (3)

Hanna Lindström‐Sandahl, Åsa Elwér, Stefan Samuelsson & Henrik Danielsson. (2023) Effects of a phonics intervention in a randomized controlled study in Swedish second‐grade students at risk of reading difficulties. Dyslexia 29:4, pages 290-311.
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Luís Faísca, Alexandra Reis & Susana Araújo. (2023) Cognitive subtyping of university students with dyslexia in a semi-transparent orthography: what can weaknesses and strengths tell us about compensation?. Journal of Cultural Cognitive Science 7:2, pages 121-136.
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Robin van Rijthoven, Tijs Kleemans, Eliane Segers & Ludo Verhoeven. (2021) Semantics impacts response to phonics through spelling intervention in children with dyslexia. Annals of Dyslexia 71:3, pages 527-546.
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