The present study investigated the compensatory role of verbal learning and consolidation in reading and spelling of children with (N = 54) and without dyslexia (N = 36) and the role of verbal learning (learning new verbal information) and consolidation (remember the learned information over time) on the response to a phonics through spelling…

We examined the response to a phonics through spelling intervention in 52 children with dyslexia by analyzing their phonological, morphological, and orthographical spelling errors both before and after the intervention whereas their spelling errors before the intervention were compared with those of 105 typically developing spellers. A possible…

We examined the response to a phonics through spelling intervention for children with developmental dyslexia in word and pseudoword reading efficiency and word spelling. Furthermore, we investigated to what extent the response to the intervention is robust across different cognitive profiles (phonological awareness, rapid automatized naming, and…