Visual Memory in a Spelling Matching Task: Comparison of Good and Poor Spellers

Abstract

The role of visual memory in learning to spell words was investigated through a matching task on which one nonsense word was presented, then a second word identical in spelling or differing in one letter was presented. Ten pairs of 9th and 10th-grade students, matched for intelligence and sex but of different spelling ability, were asked to indicate whether word pairs were spelled the same or differently. The two words of a pair were either the same or different in print size or letter case. Significant effects were obtained for spelling ability, print size (same or different), and letter case (same or different), and the interaction of size × case, providing evidence for the use of visual memory by both good and poor spellers in learning to spell words. Good spellers were equally able to identify matched and mismatched pairs, while poor spellers showed greater difficulty in identifying mismatches than matches, supporting Frith's (1980) “partial cues” explanation of poor spelling performance.