There has been less research on how children learn to spell than on how they learn to read, but a good deal is now known about spelling development. This article reviews studies of normative development, beginning with children’s early scribbles and proceeding to prephonological spelling involving letters, phonologically influenced invented spelling, and more advanced spelling. Most of the stud...

A few patients may be of normal intelligence but have difficulties in reading, writing, and spelling, which are the main precipitants of a psychiatric disorder. In seven patients this illiteracy emerged only after intensive examination, as they had hidden it from employers, friends, and children. Characteristically these patients are often very sensitive about this disability and marital fricti...

_____________ Gender differences in Arabic spelling accuracy of 288 Arabic speaking students from grade 1 to grade 9 were assessed. The spelling errors of these students were analyzed according to the paradigm of Abu-Rabia and Taha (2004). The results showed that generally across all ages/grades girls made fewer spelling errors, especially in the phonological and semiphonological spelling error...

The association of reading disability with perceptuomotor problems has had a chequered history. This study examines the relationship between a new test of ocular dominance and reading and spelling ability in a group of 298 schoolchildren. Similar rates for unstable ocular dominance were found for poor readers as in comparable studies. The rates of unstable ocular dominance did not differ betwee...

The focus here is on learning by school-age children, assisted by the family and/ or peers, and supported and managed by professional teachers. Keith Topping, who specialises in researching paired learning, provides an outline of the essential concepts of peer-assisted and parent-assisted learning, followed by discussion of some specific practical evidence of its use in reading, writing, spelli...

An extensive psychometric test battery was administered to 125 children with a reading disability, to their parents and siblings, and to members of 125 matched control familes (N = 1,044). In addition to expected differences in spelling and reading, probands obtained significantly (P less than or equal to .01) lower scores than controls on tests of other cognitive abilities. Manifold deficits w...