The aim of this study is to examine which written language skills can be improved via training programmes. This paper attempts to identify the involved skills trained in these programmes.During the course of this study, 26 fourth grade students from two separate elementary schools in Graz received a reading and a spelling training. The children were divided into two groups. The first group took a five-week course in spelling followed by a reading course which also lasted five weeks. The opposite approach was taken with the other group, where the children first participated in a five-week reading course and then trained spelling for another five weeks. The spelling programme used in this study was a morphological spelling training called morphemunterstütztes Grundwortschatz-Segmentierungstraining ? Morpheus (Kargl & Purgstaller, 2010), while a reading programme was developed for this study. Before, between and after these courses the children were given a set of tests to evaluate their reading and spelling skills. The acquired data were analysed using multivariate methods.The findings imply that the used spelling programme improves overall spelling skills as well as reading skills, whereas the reading programme has a positive impact on reading capabilities, but no influence on spelling capabilities. The results thus show that focussing on morphological spelling training can increase both spelling and reading performance. Hence, this kind of training seems to provide adequate support for children with reading and spelling difficulties.