AN ORTHOGRAPHIC‐SPECIFIC COMPARISON OF THE SPELLING ERRORS OF LEARNING DISABLED AND NORMAL CHILDREN ACROSS FOUR GRADE LEVELS OF SPELLING ACHIEVEMENT

Publisher Website
Google Scholar
Abstract
The differences in spelling error features among learning disabled and normal students spelling instructionally on four grade levels of achievement were investigated. The categories of errors were determined by invented spelling research. The results indicated that the ranking of error features for each group were significantly correlated, and that the range of individual variation about the mean group pattern of spelling error variables was highly similar at each level of achievement. The findings are congruent with the theory of developmental word knowledge and support the position that learning disabled and normally achieving children acquire specific aspects of English orthography in highly similar progressions.