Improvements in reading and spelling skills after a phonological and morphological knowledge intervention in Greek children with spelling difficulties:a pilot study

Tijms, Jurgen, Pavlidou, Elpis orcid.org/0000-0001-8707-4122 and Hoette, Hester (2020) Improvements in reading and spelling skills after a phonological and morphological knowledge intervention in Greek children with spelling difficulties:a pilot study. European Journal of Special Needs Education. ISSN 0885-6257

Abstract

Metadata

Item Type: Article
Authors/Creators:
Copyright, Publisher and Additional Information:

© 2020 The Author(s).

Keywords: morphological knowledge,intervention,spelling disability
Dates:
  • Published (online): 7 January 2020
  • Accepted: 23 December 2019
Institution: The University of York
Academic Units: The University of York > Faculty of Social Sciences (York) > Education (York)
Depositing User: Pure (York)
Date Deposited: 15 Jan 2020 12:40
Last Modified: 03 Jan 2025 00:12
Published Version: https://doi.org/10.1080/08856257.2019.1709702
Status: Published online
Refereed: Yes
Identification Number: 10.1080/08856257.2019.1709702
Open Archives Initiative ID (OAI ID):

Download

Filename: Tijms_et_al_2020.pdf

Description: Tijms et al 2020

Licence: CC-BY-NC-ND 2.5

Export

Statistics