Spelling Development and Disability

Abstract

This article reviews the literature on normal and impaired spelling development in English. Once children begin to learn that the function of alphabetic writing is to represent the sounds of language, they go through the process of learning sound-spelling correspondences in increasingly fine detail. Continued experience with print allows children to learn about orthographic and morphological conventions of the language. Within this general framework, the authors describe research that underscores the importance of fine-grained linguistic analyses of spelling performance. It is concluded that such an approach holds a great deal of promise for theory and practice.