61 Response to phonics through spelling intervention 3 Predictor measures Phonological awareness Two subtests from the Screening Test for Dyslexia were used. First, during “Phoneme Deletion” (Kort et al., 2005), children were asked to omit a phoneme from an orally presented word and speak out the remaining word (e.g., “dak” [roof] minus “k” [f] is “da” [roo]). Testing was terminated after four consecutive mistakes. Second, during the subtest “Spoonerism” (Kort et al., 2005), children had to switch the first sounds of two words (e.g., “John Lennon” becomes “Lohn Jennon”). Testing was terminated after five consecutive mistakes. The reliability differs per age but is at least .60 (Kort et al., 2005). In both tests, all correctly formed words were counted. A composite score was calculated by adding z-scores of both subtests. Rapid automatized naming Rapid automatized naming was measured using two subtests of Continuous Naming and Reading Words (van den Bos et al., 2010). First, during “Naming Letters,” children had to read out loud 50 letters. Second, during “Naming Digits” they were asked to read out loud 50 digits. Children were asked to name these visual stimuli as quickly as possible. The time in seconds needed to finish each subtest was used for analysis. A low score therefore represented a good performance. The reliability of this measure differs per age but is at least .75 (van den Bos & Lutje Spelberg, 2010). A composite score was calculated by adding z-scores of both subtests. Verbal working memory Verbal working memory was measured using the backward task of the Number Recall subtest from the Wechsler Intelligence Scale for Children-III (WISC-IIINL) (Kort et al., 2005). In this task, the experimenter pronounces sequences of digits and the child was asked to repeat in backward order. Testing was terminated after two consecutive mistakes. The number of correctly recalled sequences was counted. The reliability of this measure differs per age but is at least .50 (Kort et al., 2005). Perceptual cognitive skills Perceptual cognitive skills were measured by adding the z-scores of four subtests from theWISC- IIINL (Kort et al., 2005). First, during “Incomplete drawings,” the child was asked to name or point at a missing part in a drawing of familiar objects or situations within 30 seconds. Testing was terminated after five consecutive mistakes. The child received one point for each correctly namedmissing part. All points were counted afterward. The reliability differs per age but is at least .54 (Kort et al., 2005).
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