Implementing a scientifically based educational intervention in mainstream primary schools before and during COVID-19 era: Evidence from Greek-speaking children.

Background: While morphological awareness has been recognized as a fundamental skill in students' literacy acquisition, experimental evidence is still scarce, especially regarding studies during pandemic.

Aim: The aim of the study was to present a scientifically based educational intervention of morphological awareness which was implemented in two mainstream primary schools in Greece during COVID-19 era (2020-2021).

Method: Participants were 72 primary school students (3rd/4th Grades) who were divided into an intervention and a control group per class.

Dynamic assessment in spelling and morphological awareness in Greek: The case of a transparent orthography.

Background: Recent research is in favor of the use of dynamic assessment as an important method of combining assessment and intervention in a unified framework for typically and non-typically developing children. However, research is still sparse, in the evaluation of morphological awareness, especially for phonologically regular languages.

Aims: This study aimed to investigate the role of dynamic assessment in the evaluation of morphological awareness in Greek children.

Spelling and Meaning of Compounds in the Early School Years through Classroom Games: An Intervention Study.

The study aimed to evaluate the intervention effects on spelling and meaning of compounds by Greek students via group board games in classroom settings. The sample consisted of 60 pupils, who were attending the first and second grade of two primary schools in Greece. Each grade-class was divided into an intervention ( = 29 children) and a control group ( = 31 children).

Spelling performance and semantic understanding of compound words by Greek students with learning disabilities.

The study aimed to investigate the spelling performance and the semantic understanding of compound words by 103 Greek primary school children (first through sixth grade). The experimental group comprised of 25 children with spelling difficulties and compared with a control group of 78 children of typical development. Children were asked to spell and define 20 concrete and abstract compounds.

The effects of training of morphological structure on spelling derived words by dyslexic adolescents.

This exploratory study aimed to determine the effects of explicit instruction about morphological structure on the spelling of derived words. A cross-sectional ability level-design was employed in order to determine differences in response to instruction between dyslexic students aged 13 + years and age-matched and spelling level matched control groups. The study was based on the word-pair paradigm (a base and derived word) and combined oral instruction with written materials.