Computer-based learning of spelling skills in children with and without dyslexia
Kast M., Meyer M., et al., 2007, Restorative Neurology and Neuroscience 25
The first ever Alemira-related study investigated whether Alemira School’s visual and auditory training was fundamentally capable of promoting better spelling skills in children both with and without dyslexia. As part of the study, two experimental groups, each consisting of a mix of dyslexic and non-dyslexic children, trained with the software for twelve weeks each, one during the spring term and one during the autumn. The children practised for 15-20 minutes four times per week.
Improvement was measured by means of a word test on pen and paper, with measurements taken pre- and post-training period. Children who had not used Alemira School achieved hardly any improvement at all (0-9%), while those who had used Alemira School during the spring term achieved an improvement of 19-35% and during the autumn term, an improvement of 27-35%. Both the dyslexic and non-dyslexic children saw benefits from Alemira School, though the improvement was more pronounced among the former. The researchers noted, in particular, that children who trained with the software also showed improvements in their ability to spell unfamiliar words; this denoted the transfer of knowledge and skills not only from the computer training scenario to pen and paper, but from previously practised to non-previously practised words, too.