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

Multilingual Education

Table 5 Scores for ED on assessments before training and following sublexical training

	Pre-Training	Immediate Post-sublexical training	Delayed Post-sublexical training
Spelling^α	74	81	85
Reading accuracy^α	72	88	82
Phonological ability^β	90	95	95
Irregular spelling^c	0	15	13.3
Regular spelling^c	13	23	20
Nonword spelling^c	10	13	10
Irregular reading^c	23	23	30
Regular reading^c	30	37	40
Nonword reading^c	20	20	20

^αWIAT-II, Teacher’s edition (Wechsler, [2005]), ^βblending subtest, CTOPP: Wagner et al. ([1999]), ^cDTWRP (Forum for Research into Language and Literacy, [2012]). Scores in bold are for assessments where standardized scores were not available and represent percentage correct.