Enhancing spelling skills in dyslexic primary students: A comparative study of remedial and compensatory interventions in chennai

Hannah Shirley Mordecai; B. Monika Nair

doi:10.31893/multirev.2025055

Keywords:

gamified teaching methods

Abstract

Learning to spell poses significant challenges for young learners with dyslexia, who often encounter difficulties with phonological awareness and orthographic processing. This study explores the effectiveness of a structured, two-stage intervention aimed at enhancing spelling skills among 25 primary school students in Chennai, Tamil Nadu, whose native language is Tamil. In the initial four-week phase, participants engaged in remedial activities focused on developing phonological and orthographic awareness, essential foundations for accurate spelling. This phase targeted the students’ ability to recognize sound patterns and understand letter-sound associations, providing a base for further learning. In the following sixteen-week phase, the intervention expanded to include compensatory strategies designed to reinforce initial learning and foster a more comprehensive understanding of spelling. This phase incorporated the multimodal learning, combining visual, auditory, and kinesthetic techniques, as well as task-oriented exercises, play-based activities, and gamified methods to make the learning process more engaging and enjoyable. These varied approaches aimed to enhance students’ spelling skills while maintaining their interest and motivation. The study’s findings demonstrated that both the remedial and compensatory interventions had a positive impact on students' spelling abilities. However, while the phonological and orthographic methods helped build essential skills, they required a longer duration to ensure retention beyond the intervention period. Conversely, the integrated, multimodal approach introduced in the second phase resulted in faster and more substantial improvements. This outcome highlights the benefits of a dynamic, interactive approach in supporting dyslexic learners who are acquiring English as a second language, promoting both skill acquisition and engagement.
References
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Mordecai, H. S., & Nair, B. M. (2024). Enhancing spelling skills in dyslexic primary students: A comparative study of remedial and compensatory interventions in chennai. Multidisciplinary Reviews, 8(2), 2025055. https://doi.org/10.31893/multirev.2025055

[1] Apel, K. (2009). The acquisition of mental orthographic representations for reading and spelling development.

[2] Arnold, E. M., Goldston, D. B., Walsh, A. K., Reboussin, B. A., Daniel, S. S., Hickman, E., ... & Wood, F. B. (2005). Severity of emotional and behavioral problems among poor and typical readers. Journal of Abnormal Child Psychology, 33(2), 205–217. https://doi.org/10.1007/s10802-005-1828-9.

[3] Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2020). Words their way: Word study for phonics, vocabulary, and spelling instruction.

[4] Bowers, P. N., & Kirby, J. R. (2010). Effects of morphological instruction on vocabulary acquisition.

[5] Caravolas, M., Hulme, C., & Snowling, M. J. (2001). The foundations of spelling ability: Evidence from a 3-year longitudinal study. Journal of Memory and Language, 45(4), 751–774. https://doi.org/10.1006/jmla.2000.2785

[6] Carlisle, J. F. (2010). Morphology matters: Case studies of children’s literacy development.

[7] Daniel, S. S., Walsh, A. K., Goldston, D. B., Arnold, E. M., Reboussin, B. A., & Wood, F. B. (2006). Suicidality, school dropout, and reading problems among adolescents. Journal of Learning Disabilities, 39(6), 507–514. https://doi.org/10.1177/00222194060390060301.

[8] Ehri, L. C. (2014). Grapheme-phoneme knowledge is essential for learning to read words in English.

[9] Esser, G., Schmidt, M. H., & Wyschkon, A. (2002). Course and prognosis of learning disabilities. European Child & Adolescent Psychiatry, 11(5), 201–213. https://doi.org/10.1007/s00787-002-0282-8.

[10] Fluss, J., Ziegler, J. C., Warszawski, J., Ducot, B., Richard, G., & Billard, C. (2009). Poor reading in French elementary school: The interplay of cognitive, behavioral, and socioeconomic factors. Journal of Developmental & Behavioral Pediatrics, 30(1), 22–32. https://doi.org/10.1097/DBP.0b013e318196dd25.

[11] Foorman, B. R., Francis, D. J., Fletcher, J. M., Schatschneider, C., & Mehta, P. (2016). The role of instruction in learning to read: Preventing reading failure in at-risk children.

[12] Ho, C. S., Law, T. P., & Ng, P. M. (2000). The phonological deficit hypothesis in Chinese developmental dyslexia. Reading and Writing, 13 (1-2), 57–79. https://doi.org/10.1023/A:1008051615873.

[13] Katusic, S. K., Colligan, R. C., Barbaresi, W. J., Schaid, D. J., & Jacobsen, S. J. (2001). Incidence of reading disability in a population-based birth cohort, 1976-1982, Rochester, Minn. Mayo Clinic Proceedings, 76 (11), 1081–1092. https://doi.org/10.4065/76.11.1081.

[14] Klicpera, C., Schabmann, A., & Gasteiger-Klicpera, B. (1993). Reading and spelling disorders: Invariant indicators of the results of longitudinal studies. Journal of Learning Disabilities, 26 (8), 488–500. https://doi.org/10.1177/002221949302600803.

[15] Landerl, K., & Wimmer, H. (2008). Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up. Journal of Educational Psychology, 100(1), 150–161. https://doi.org/10.1037/0022-0663.100.1.150.

[16] Lindgren, S. D., DeRenzi, E., & Richman, L. C. (1985). Cross-national comparisons of developmental dyslexia in Italy and the United States. Child Development, 56(6), 1404–1417. https://doi.org/10.2307/1130464.

[17] Maughan, B. (1995). Annotation: Long-term outcomes of developmental reading problems. Journal of Child Psychology and Psychiatry, 36 (3), 375–403. https://doi.org/10.1111/j.1469-7610.1995.tb01296.x.

[18] Maughan, B., Hagell, A., Rutter, M., & Yule, W. (1994). Poor readers in secondary school: A follow-up study. British Journal of Educational Psychology, 64 (2), 163–174. https://doi.org/10.1111/j.2044-8279.1994.tb01091.x.

[19] Maughan, B., Rowe, R., Loeber, R., & Stouthamer-Loeber, M. (2003). Reading problems and de.pressed mood. Journal of Abnormal Child Psychology, 31 (2), 219–229. https://doi.org/10.1023/A:1022572001618

[20] Morgan, P. L., Farkas, G., Tufis, P. A., & Sperling, R. A. (2008). Are reading and behavior problems risk factors for each other? Journal of Learning Disabilities, 41 (5), 417–436. https://doi.org/10.1177/0022219408321123.

[21] Nagy, W. E., Berninger, V. W., & Abbott, R. D. (2006). Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students.

[22] Norton, E. S., & Wolf, M. (2012). Rapid Automated Naming Test.

[23] Paulesu, E., Démonet, J. F., Fazio, F., McCrory, E., Chanoine, V., Brunswick, N., ... & Frith, U. (2001). Dyslexia: Cultural diversity and biological unity. Science, 291 (5511), 2165–2167. https://doi.org/10.1126/science.1057179

[24] Ramus, F., Marshall, C. R., Rosen, S., & van der Lely, H. K. (2013). Dyslexia Assessment for Languages of India (DALI).

[25] Scerri, T. S., & Schulte-Körne, G. (2009). Genetics of developmental dyslexia. European Child & Adolescent Psychiatry, 18 (8), 639–648. https://doi.org/10.1007/s00787-009-0031-5.

[26] Schneider, W., Küspert, P., Roth, E., Visé, M., & Marx, H. (1997). Short- and long-term effects of training phonological awareness in kindergarten: Evidence from two German studies. Journal of Experimental Child Psychology, 66 (3), 311–340. https://doi.org/10.1006/jecp.1997.2384.

[27] Schulte-Körne, G., Deimel, W., & Remschmidt, H. (2003). Diagnostic and intervention studies in German dyslexia. Annals of Dyslexia, 53 (1), 190–197. https://doi.org/10.1007/s11881-003-0011-1.

[28] Schulte-Körne, G., Deimel, W., Hülsmann, J., Seidler, M., & Remschmidt, H. (2001). Remedial training for children with dyslexia: Efficiency and constraints. Journal of Learning Disabilities, 34 (5), 429–449Bottom of Form.

[29] Smith, J. A. (2015). Orkids Screening App.

[30] Snowling, M. J., & Hulme, C. (2012). Phonological Assessment Battery (PhAB).

[31] Snowling, M. J., Duff, F. J., Petrou, A., Schiffeldrin, J., & Bailey, A. M. (2012). Learning Disability Diagnostic Inventory (LDDI).

[32] Swanson, H. L. (2001). Searching for the best model for instructing students with learning disabilities.

[33] Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K. K., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches.

[34] Treiman, R. (2018). Linguistics and literacy: The contribution of linguistics to the understanding of learning to read.

Abstract

References

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