By Katharina Galuschkaa, Ruth Görgena, Julia Kalmarb, Stefan Haberstroha, Xenia Schmalza, and Gerd Schulte-Körne
Original article: LINK
This study looked at different methods used to help people with dyslexia or spelling difficulties improve their spelling skills. They analysed studies that tested various spelling interventions in children, teenagers, and adults with dyslexia or spelling problems.
They found that teaching methods focusing on phonics (understanding the relationships between letters and sounds), orthographic rules (spelling patterns and rules), and morphology (word structures) had a good impact on improving spelling. However, interventions that relied solely on memorisation strategies didn’t seem to have a significant effect.
The study suggests that understanding how words are spelt based on their sounds and structure is helpful for people with dyslexia or spelling difficulties. It highlights the important elements that should be included in effective spelling interventions.
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This systematic review and meta-analysis aimed to expand our understanding of how spelling interventions impact the reading and spelling abilities of individuals with dyslexia and spelling difficulties. Analysis revealed that spelling interventions indeed have a positive effect, leading to improved reading and spelling performance compared to those who did not receive intervention.
Examining different treatment approaches, the researchers found that phonics, morphological, and orthographic interventions were all effective in improving reading and spelling outcomes.
Phonics instruction, focusing on the relationship between sounds and letters, has long been a cornerstone of literacy instruction. However, analysis suggested that morphological and orthographic approaches are equally valuable, if not more so, particularly as children progress in their literacy skills.
Regarding memorisation interventions, our analysis did not find a significant impact on spelling performance. However, this conclusion is based on only a small number of studies, so further research is needed to draw definitive conclusions.
The debate over whether phonics or morphology should be taught first in literacy instruction remains ongoing. Analysis did not find evidence to suggest that phonics instruction is more effective than morphological interventions, indicating that both approaches are valuable across different age groups. Morphological interventions may be especially promising for older students, as they provide insights into word structure beyond simple sound-letter correspondences.