Intervention program efficacy for spelling difficulties.

Objective: To develop an intervention procedure for spelling difficulties and to verify the effectiveness of the intervention program in students with lower spelling performance.

Method: We developed an intervention program for spelling difficulties, according to the semiology of the errors. The program consisted of three modules totaling 16 sessions.

Spelling performance of 2nd to 5th grade students from public school.

Purpose: To characterize, compare and classify the performance of 2nd to 5th grade students from public schools according to the semiology of spelling errors.

Methods: Participants were 120 students from 2nd to 5th grades of a public school in Marília (SP), Brazil, 30 students from each grade, who were divided into four groups: GI (2nd grade), GII (3rd grade), GIII (4th grade), and GIV (5th grade). The tasks of the Pro-Ortografia test were applied: collective version (writing of alphabet letters, randomized dictation of letters, words dictation, nonwords dictation, dictation with pictures, thematic writing induced by picture) and individual version (dictation of sentences, purposeful error, spelled dictation, orthographic lexical memory).