Spelling errors as a window on variations in phonological deficits among students with dyslexia

Characteristics of spelling development and spelling error patterns were examined in 100 schoolchildren I(aged 7 to 15 years) previously identified as dyslexic with specific phonological weaknesses. Within a severely restricted range, spelling development generally followed a normal course despite wide individual variation. The group was divided using two different spelling criteria (I) global spelling;stage, and (2) a split based. on the number of spelling confusions involving phonetically similar consonants. Comparisons using either criterion led to the conclusion that better spellers are also better readers and are more skilled in phoneme manipulation. Regression analyses suggested that measures of phonemic segmenting and manipulation make independent contributions to the acquisition of word reading. Phoneme segmenting explained significant variance only when students were subdivided according to errors in coding confusable consonants. Implications for instruction ave considered.