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

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