60 Chapter 3 by experienced MSc-graduated clinicians. Rapid automatized naming, phonological awareness, verbal workingmemory, pseudoword decoding, word decoding, spelling, and perceptual cognitive skills were measured. Two or three weeks after the assessment the phonics through spelling intervention started. After the intervention all participants were subjected to the posttest, including pseudoword decoding, word decoding, and spelling measures. Measures Outcome measures Pseudoword decoding Pseudoword decoding was measured with the Klepel (Van den Bos et al., 1994). Children were asked to read as many meaningless words as possible correctly within a time limit of two minutes. This task consistsed of 116 unrelated pseudowords presented in four rows on one sheet. The words all had the same structure as meaningful words. Words became more difficult gradually from one syllable (“taaf”) up to five syllables (“nalleroonplinteng”). An efficiency measure (i.e., total number of words read within two minutes minus number of errors) was calculated. The reliability of this measure differs per age but is at least .89 (Van den Bos et al., 1994). Pseudoword decoding was measured before and after the intervention. Word decoding Word decoding was measured with the Brus One Minute Test (Brus & Voeten, 1973). Children were asked to read as many meaningful words correctly as possible within a time limit of 1 minute. This task consists 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. The reliability of this measure differs per age but is at least .87 (Van den Bos et al., 1994). Word decoding was measured before and after the intervention. Word spelling Word spelling was measured with the PI word dictation (Geelhoed & Reitsma, 2000). In this task children were asked to write single words correctly. The dictation consisted of 135 words, divided into 9 blocks of 15 words. First a sentence was read aloud and the target word was repeated. The test was terminated when a child failed to write at least eight words correctly in one block. The number of correctly written words was counted. The reliability of this measure differs per age but is at least .91 (Geelhoed & Reitsma, 2000). Word spelling was measured before and after the intervention.
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