A central focus in remedial teaching is the generalisation of responses to contexts in which a student has never been explicitly instructed. Remarkably little is known about how and when generalisation occurs. In this article we examine generalisation effects in the context of spelling. Three areas are discussed: generalisation between spelling…

This paper presents a treatment study with a developmental dysgraphic girl, KM, and addresses the mechanisms by which orthographic learning of spelling rules might occur. Before treatment, KM's spelling of words and nonwords was impaired. Analyses of spelling errors indicated poor knowledge of sound-to-letter correspondences. Treatment focused on…