Computer-Based Learning of Spelling Skills in Children with and without Dyslexia

This follow-up study evaluates an enhanced version of the training system known today as Grafari (formerly Dybuster). Thirty-seven children with dyslexia trained on the enhanced software, which adds a phonological code and a phoneme-based student model.

They were compared with 28 children with dyslexia using the previous version and 25 typically developing children. The results show that children with dyslexia benefited significantly from the additional phonological cue and were able to memorise phoneme-to-grapheme correspondence at the same rate as children without dyslexia when given adequate support. Children with low attention functions also benefited from the structured learning environment. Kast, Baschera, Gross, Jäncke and Meyer, Annals of Dyslexia, 2011.