Short and long-term effects of a treatment for dyslexia are evaluated. The treatment is based on psycholinguistic theory and assumes that dyslexia is due to poor lexicophonological processing of words. The treatment is computer-based and focuses on learning to recognise and to make use of the phonological and morphological structure of Dutch words. The results of the treatment were clear improvements in reading words, reading text and spelling. Effect sizes of standardised treatment gains were large (Cohen's d40.80 for all variables). Following the treatment, participants attained an average level of text-reading and spelling. The attained level of reading words and reading text was found to be stable over a four-year follow-up period. Spelling showed a slight decline one year after the treatment, but remained stable thereafter. 1 Developmental dyslexia is a reading and spelling disorder, which is related to deficits in

Two hundred sixty-seven 10- to 14-year-old Dutch children with dyslexia were randomly assigned to one of two samples that received a treatment for reading and spelling difficulties. The treatment was computer-based and focused on learning to recognise and use the phonological and morphological structure of Dutch words. The inferential algorithmic basis of the program ensured that the instruction was highly structured. The present study examined the reliability of the effects of the treatment, and provided an evaluation of the attained levels of reading and spelling by relating them to normal levels. Both samples revealed large, generalized treatment effects on reading accuracy, reading rate, and spelling skills. Following the treatment, participants attained an average level of reading accuracy and spelling. The attained level of reading rate was comparable to the lower bound of the average range.

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This study was designed to assess a model of the development of planning in writing skills. We also attempted to teach children (nine and twelve years old) how to plan before writing a composition. The model proved to be replicable, but the effects of training on planning could not be attained. We concluded that planning, so fundamental for adequate school behaviour, develops only through many years of practice. Short-term training can hardly elicit the reflective behaviour necessary for planning activities. Further we discuss the pitfalls of the training and suggest possible improvements.

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