Spelling improvement through letter-sound and whole-word training in two multilingual Greek- and English- speaking children

Multilingual Education

Table 2 Pre-training, immediate and delayed post-training results for LK and comparison group performance (scores in bold are for assessments where standardized scores were not available and represent percent correct)

	Pre-training	Immediate post-training	Delayed post-training	Comparison group mean
English measures
Spelling^α	63	79	87
Reading accuracy^α	52	75	79
Phonological ability^β	95	125	100
Greek measures
Spelling^c	0	17	36.6	31.9 (±6.3)
Reading accuracy^c	0	92	98.3	98.6 (±1.6)
Phonological ability^d	70	95	125	119 (±18)

^αWIAT-II, Teacher’s edition (Wechsler [2005]), ^βblending subtest, CTOPP: Wagner et al. ([1999]), ^ctest developed by Mouzaki et al. ([2007]), ^dblending subtest, Athena Test (Paraskevopoulos et al., [1999]).