A quantitative and qualitative spelling error classification system was applied to the spelling errors of 21 learning disabled (LD) and 21 nonlearning disabled (NLD) college students. The LD and NLD students were matched on gender, PPVT-R scores, and age. Main effects for total spelling error rates and percentages within a 200-word writing sample were significantly different for condition (LD-NLD), and gender (male-female). LD subjects exhibited a significantly greater total spelling error rate and percentage than NLD. Male subjects also demonstrated a significantly higher total error rate and percentage than female. Significant differences for condition and gender were found on some qualitative spelling error variables. These differences were evident for the number of subtype errors, but not for the percentage of subtype errors within the context of error categories.
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