The case-study aims to examine the effectiveness of training of morphological structure on the spelling of compounds by a spelling-disabled primary school student. The experimental design of the intervention was based on the word-pair paradigm and included a pre-test, a training program and a post-test (n = 50 pairs). The Training Program aimed to offer systematic, targeted and step-by-step instruction of morphological decomposition of words to the student and delivered via the Smart Notebook educational software. The intervention had a substantial impact in enhancing the spelling of compounds by the individual. Especially, instructional gains were statistically significant, and generalized substantially to untrained but analogous words and pseudowords in terms of structure and common stems. These findings are particularly important for the development of alternative approaches to the educational interventions of individuals with spelling difficulties and developmental dyslexia, and are consistent with the experimental literature.