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A developmental study of specific spelling disability

S Newman1, H Fields, S Wright

  • 1Department of Psychiatry, Middlesex Hospital, London.

The British Journal of Educational Psychology
|June 1, 1993
PubMed
Summary
This summary is machine-generated.

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Children with specific spelling difficulties may have overcome earlier reading issues by using verbal strengths. This suggests specific spelling disability might be a residual problem, not necessarily indicating severe language deficits.

Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Previous research differentiates between specific spelling disability and combined reading/spelling disabilities.
  • Individuals with combined reading and spelling deficits are often presumed to have more significant underlying language impairments.

Purpose of the Study:

  • To compare the cognitive profiles of children with specific spelling disability, combined reading and spelling disability, and no reading/spelling problems.
  • To investigate the cognitive underpinnings and error patterns in different groups of children with learning disabilities.

Main Methods:

  • A retrospective analysis over five years was conducted on three groups of children identified at age 14: specifically spelling disabled, spelling and reading disabled, and a control group.

Related Experiment Videos

  • Cognitive abilities were assessed, including WISC-R Coding and Digit Span, and spelling errors were analyzed.

    • Main Results:

    • Both disabled groups performed significantly worse than controls in spelling and reading.
    • Both disabled groups exhibited deficits in WISC-R Coding and Digit Span, common indicators associated with dyslexia.
    • The specifically spelling-disabled group showed some advantage in Verbal IQ subtests, but no superior phonetic abilities were found compared to the reading+spelling disabled group.

    Conclusions:

    • Specific spelling disability may represent a residual issue in individuals who have compensated for earlier reading difficulties, potentially through underlying verbal strengths.
    • The findings challenge the notion that specific spelling disability always implies more severe language problems than combined reading and spelling deficits.