Response to Phonics Through Spelling Intervention in Children With Dyslexia

Figures & data

Figure 1. Boxplots of pretest and posttest scores of word decoding, pseudoword decoding, and word spelling score.

Table 1. Descriptive statistics for all participants in raw and percentile or age-based standardized scores.

	Raw scores					Percentile scores
	n	M	SD	Min	Max	n	M	SD	Min	Max
Pseudoword decoding
Pretest	44	18.77	8.74	6	38	44	8.36	8.46	.10	36.30
Posttest	44	28.48	11.59	4	58	44	13.58	11.80	.10	50.00
Difference scores	44	9.70	8.21	−5	38	44	5.21	8.80	−9.90	41.20
Change per session	44	.39	.33	−.16	1.41	44	.21	.36	−.38	1.65
Word decoding
Pretest	53	29.15	13.26	2	62	53	5.76	6.34	.10	25.80
Posttest	53	40.19	14.15	10	47	53	10.02	11.06	.10	50.00
Difference scores	53	11.23	.86	−3	30	53	4.29	9.04	−10.90	34.10
Change per session	53	.42	.23	−.11	1.20	53	.16	.34	−.42	1.31
Word spelling
Pretest	53	43.02	24.47	5	105	53	5.34	10.41	0	49
Posttest	53	71.66	25.13	7	125	53	13.00	15.06	0	73
Difference scores	53	28.64	1.61	0	58	53	7.66	16.41	−25.00	66.00
Change per session	53	1.08	.44	0	2.23	53	.26	.57	−1.09	1.83
						Age based standardized scores
Phonological awareness
Spoonerism	54	2.78	3.27	0	11	54	7.78	2.20	4	13
Phoneme deletion	54	7.96	2.36	2	12	54	7.91	2.33	4	15
Rapid automatized naming
Letter naming	54	41.43	10.82	24	75	54	5.44	2.59	1	13
Digit naming	54	37.37	11.16	22	86	54	6.33	3.00	1	12
Verbal working memory	54	3.93	1.29	2	8
Perceptual cognitive skills
Picture completion	54	18.24	2.98	10	23	54	10.87	2.77	3	16
Block design	54	38.61	11.66	6	57	54	10.56	3.32	2	18
Picture arrangement	54	25.28	9.07	7	44	54	10.48	2.89	3	17
Object assembly	54	25.94	6.06	10	35	54	10.11	2.77	4	15

Table 2. Pearson correlations between the predictor measures (i.e., length of intervention, perceptual cognitive skills, age, working memory, phonological awareness, and rapid automatized naming) and criterion measures (i.e., percentiles scores of pseudoword decoding pretest/posttest, word decoding pretest/posttest, and spelling pretest/posttest) (n = 54).

	1.	2	3	4	5	6	7	8	9	10	11	12
1. Length of intervention	–
2. Perceptual cognitive skills	.277*	–
3. Age	.108	.445**	–
4. Phonological awareness	.066	.257	.333*	–
5. Rapid automatized naming	−.136	−.182	−.425**	−.214	–
6. Verbal working memory	−.287*	.083	.123	.099	.040	–
7. Pseudoword decoding pretest	−.004	.105	.032	.185	−.225	.094	–
8. Pseudoword decoding posttest	−.102	−.132	−.168	.168	−.257	.152	.668**	–
9. Word decoding pretest	.010	.078	.085	.191	−.298*	−.068	.590**	.523*	–
10. Word decoding posttest	.070	.034	.199	.312*	−.334*	.108	.490**	.584*	.587**	–
11. Word spelling pretest	.200	.067	−.08	−.032	.099	.186	.078	.079	−.036	.017	–
12. Word spelling posttest	.370**	.474**	.224	.385**	−.209	.162	.294*	.210	.146	.262	.365**	–

Table 3. Summary of multiple linear regression.

	Pseudoword reading		Word reading		Word spelling
	Adj. R^2	β	Adj. R^2	β	Adj. R^2	β
Step 1
(Constant)	−.051	.208***	.048	.155***	.130*	.266***
Phonological awareness		−.016		.035		.089*
Rapid automatized naming		−.025		−.024		−.083*
Verbal working memory		.022		.069		.011
Step 2
(Constant)	.009	.194***	.048	.155***	.182*	.266***
Phonological awareness		−.010		.041		.070
Rapid automatized naming		−.033		−.028		−.071
Verbal working memory		.046		.071		.001
Perceptual cognitive skills		−.045		−.020		.063
Step 3
(Constant)	−.009	.226***	.032	.173**	.431***	.414***
Phonological awareness		−.008		.042		.065
Rapid automatized naming		−.036		−.031		−.034
Verbal working memory		.046		.069		.051
Perceptual cognitive skills		−.043		−.020		.077**
Pretest scores		−.004		−.003		−.028***

*p < .05. **p < .01. ***p < .001.