This paper synthesizes the results of research from the fields of
psycholinguistics and education into the nature of the process of
acquisition of spelling skills, and provides insights into some cases of
dysorthographia. The spelling problems of some children appear to
have resulted from the early adoption of an unusual reading strategy.
This strategy, and its attendant spelling disability, may have resulted
when these children began the reading process in a state of phonological
unreadiness. Specific suggestions for classroom instruction in reading
and spelling are derived from the research. These techniques, if
adopted, would prevent or alleviate the spelling disability of children
who exhibit the symptoms described.
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