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A cross\u2010sectional ability level\u2010design was employed in order to determine differences in response to instruction between dyslexic students aged 13+years and age\u2010matched and spelling level matched control groups. The study was based on the word\u2010pair paradigm (a base and derived word) and combined oral instruction with written materials. The intervention had a substantial impact in enhancing the spelling of derivations by the dyslexic adolescents. Their gains were appropriate for their spelling level, stable two months after the intervention, and generalized to untrained but analogous items in terms of structure and suffixation. Non\u2010dyslexic younger participants matched in terms of spelling level also showed training and generalisation effects of the same size as their dyslexic counterparts, while the age\u2010matched controls did not improve so much because of ceiling effects. 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