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Multilingual Education

Table 4 Standardised scores in background assessments for ED and a comparison group (scores in bold are for assessments where standardized scores were not available and represent percent correct)

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

 

ED

Comparison group mean

Non-Verbal Reasoningα

103

109.8 (±16)

Arithmeticβ

80

 

Verbal working memoryc

80

 

Reading Comprehensiond

110

 

Spellingd

74

 

Reading accuracyd

72

 

Phonological abilitye

90

 

Receptive vocabularyf

90

 

Irregular word spellingg

0

48.3 (±26)

Nonword spellingg

10

49.3 (±11)

Irregular word readingg

23

70 (±20)

Nonword readingg

20

70 (±26)

  1. αMatrix Analogies Test, Naglieri ([1985]), βWISC-IV, arithmetic subtest (Wechsler, [2003]), cWISC-IV, digit span subtest (ibid.),dWIAT-II, Teacher’s edition (Wechsler [2005]), eblending subtest from CTOPP: Wagner et al. ([1999]), fBPVS II (Dunn et al., [1997]), using norms for EAL, gDTWRP (Forum for Research into Language and Literacy [2012]). Scores in bold are for assessments where standardized scores were not available and represent percent correct.
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