Based on results from research on learning disabled children's spelling, it is argued that spelling errors produced by carefully selected LD elementary-school students cannot be interpreted as aberrant or as deviating from errors expected of younger, normally achieving children. The data are interpreted to support a cognitive-developmental model of spelling acquisition in LD and normally achieving children. Errors are shown to represent limited information and/or ability to formulate strategies for how to apply information in order to solve spelling problems. Recommended solutions include the need for supplementary instruction in general problem-solving skills as they relate to acquisition of basic academic skills. Moreover, researchers are urged to consider the potential of programmatic research on LD students' basic-skills acquisition as a model of cognitive processing differences.
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