111 Compensatory role of verbal learning and consolidation in reading and spelling 5 The Dutch children with dyslexia were diagnosed and received an in-service phonics through spelling intervention in a clinic for assessment and intervention for children with learning difficulties. The mean age of the children with dyslexia at the start of the assessment was 8.65 years (SD = 1.07). Children were in grade 2 (n = 12), grade 3 (n = 24), grade 4 (n = 11), grade 5 (n = 5), and grade 6 (n = 2). Ten children attended the same class an extra year. All children had semantic abilities within the normal range (Mean of the total standardized score of four subtests that were added to measure semantic abilities = 109.26, SD = 13.11). Themean age of the children in the control group was 8.66 years (SD = .88). Children were in grade 2 (n = 10), grade 3 (n = 17), and grade 4 (n = 9). Two children attended the same class an extra year. All children had semantic abilities within the normal range (Mean total standardized score of four subtests forming semantic abilities = 105.00, SD = 14.20). Measures Outcome measures Pseudoword decoding Pseudoword decoding was measured with the ‘Klepel Test’ (Van den Bos et al., 1994). Childrenwere asked to read asmanymeaningless words as possible correctly within a time limit of two minutes. This task consisted of 116 pseudowords presented in four rows on one sheet. The words all had a legal phonological structure of Dutch words. Words became more difficult gradually fromone syllable (‘taaf’) up to five syllables (‘nalleroonplinteng’). An efficiency measures (i.e., total number of words read within two minutes minus number of errors) were calculated. Test scores were standardized by comparing them to norm-based peers with help of the manual of the tests. The parallel test-retest reliability of this measure differs per age but is at least .89 (Van den Bos et al., 1994). Word decoding Word decoding was measured with the ‘Brus One Minute Test’ (Brus, & Voeten, 2010). In this word reading fluency test, children were asked to read as many meaningful words correctly as possiblewithin a time limit of oneminute. This task consisted of 116 unrelated words presented in four rows on one sheet. Words became more difficult gradually from one syllable (‘waar’ [true]) up to four syllables (‘tekortkoming’ [shortcoming]). An efficiency measure (i.e., total number of read words minus number of errors) was calculated. Test scores were standardized by comparing them to norm-based peers with help of the manual of the tests. The parallel test-retest reliability of this measure differs per age but is at least .87 (Van den Bos et al, 1994).
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