Computer‐based spelling remediation for dyslexic children

Abstract The SelfSpell programs provide a multi‐media environment for dyslexic children which uses synthesised speech to augment the written text. In earlier research we established that by encouraging users to enter a rule to help them remember how to spell each word, SelfSpell was very effective in improving spelling ability. The evaluation study reported here confirmed the efficacy of the rule‐based approach using a group of 11‐year‐old dyslexic children with severe impairments in spelling. Of particular theoretical significance, however, was the finding that use of a mastery learning technique for learning spellings was just as effective as the rule‐based approach. These findings are interpreted in the light of Frith's influential framework for the development of reading and spelling ability. It is suggested that the multimedia presentation approach may provide a uniquely effective method for helping dyslexic children to acquire the ‘alphabetic’ stage of linguistic processing.