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Table 6 Scores for ED on assessments before lexical training (Delayed Post-sublexical training) and following lexical training

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

  

ED

Comparison group mean

 

Delayed Post-sublexical training

Immediate Post-lexical training

Delayed Post-lexical training

T1

T2

Spellingα

85

92

90

  

Reading accuracyα

82

86

84

  

Phonological abilityβ

95

95

95

  

Irregular spellingc

13.3

38

33.3

48.3 (±26)

55 (±20)

Regular spellingc

20

60

47

61.4 (±20.2)

64.2 (±18.2)

Nonword spellingc

10

25

23.3

49.3 (±11)

60 (±18)

Irregular readingc

30

37

50

70 (±20)

-

Regular readingc

43

53

57

88 (±12.6)

-

Nonword readingc

20

25

20

70 (±26)

-

  1. αWIAT-II, Teacher’s edition (Wechsler [2005]), βblending subtest, CTOPP: Wagner et al. ([1999]), cDTWRP (Forum for Research into Language and Literacy [2012]).
  2. Scores for the comparison group are at Time 1 (end of ED’s sublexical training) and Time 2 (end of ED’s lexical training). Scores in bold are for assessments where standardized scores were not available and represent percentage correct.