Abstract
This study compared the spelling competency of 7 functonally blind braille-reading students with that of 180 sighted students using conventional print. The students were all attending regular high school classes, grades 9 to 11, within the province of Quebec, Canada. A 100-word dictation was given to these students and then analyzed for mistakes in both grammar and usage. The results indicated a significant gap in the spelling competency between the two groups. The functionally blind students were significantly ahead of their sighted peers. These students made less than half the number of usage mistakes than did their sighted peers. The most important gap involves grammatical spelling, again in the favor of the functionally blind students.
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