Misspellings, phonetic spellings, deliberately idiosyncratic spellings, typographical, and other errors are examined in relation to the Internet's lack of standardization. Despite the dramatic effect different spellings have on the outcome of searches, this topic has not been adequately addressed in the literature nor have solutions been suggested…

Intended to provide a knowledge base for intervention and remediation, this report summarizes what is currently known about patterns of children's reading and spelling substitution errors, with an emphasis on specific examples of the kinds of mistakes actually made by students. Following an introduction, preface, and preparatory quotes, the report…

Discusses common errors made by native French speakers in spelling and grammar. (AM)

Researchers found that children who were lexical readers (those who read words as units) tended to make more errors involving partial lexical information when spelling irregular words than those who were sublexical readers (those who translated letters into sounds when reading). Sublexical readers tended to spell non-words better and to make more…

This study attempted to predict spelling errors of 222 children (grades 4-6) from their performance on pseudohomophone choice and rhyme matching tasks. Analysis showed that both accurate and rapid choice of pseudohomophones sounding like real words and rhyme matching contributed substantially to variations in spelling. (Contains extensive…

This article analyzes the braille spelling errors of 16 Greek students who are blind. More specifically, it explores the types of spelling errors, the students' attitudes toward spelling, and the relationship between spelling and reading strategies.

In a replication of an earlier study, the spellings produced by 47 learning disabled (LD) students (ages 7 to 11 years) were classified in terms of a hierarchy of spelling strategies presumed to result in conventional spelling. The developmental trends for the spelling strategies used by the LD Ss were compared to the trends previously observed…

Based on research results on learning disabled children's spelling, it is argued that spelling errors produced by carefully selected LD elementary-school students cannot be interpreted as deviating from errors expected from younger, normally achieving children. Data are interpreted to support a cognitive-developmental model of spelling…

An investigation of spelling proficiency at the grade four level (N=174) revealed (1) pronounced gender differences favoring females, (2) program differences for two grade four spelling programs, (3) standardized test differences, (4) psychometric inconsistencies between grade equivalent and standard scores, and (5) a distinct error pattern for…

Comparison of spelling errors of two groups of diagnosed learning disabled college students with a control group of fifth graders revealed different developmental scores, with spelling-only impaired LD students clearly discriminable from fifth graders. It was recommended that errors be examined for their information value. (CL)

Presents a self-administered computer spelling test that provides a detailed analysis of a student's spelling errors. (Available from: Modern Learning Publishers, Inc., 6517 Liggett, Oakland, CA 94611, $14.) (AEA)

Spelling error patterns of 30 disabled readers (grades 3 through 6) were compared to error patterns of 40 younger able readers (grades 1 through 3), and 37 able readers of the same age. Discriminant analyses indicated distinguishing patterns, primarily between the disabled readers and the older able readers. (Author/SEW)

Investigated the nature of orthographic representations accessed during reading, as well as the relationship between reading and spelling representations using additional evidence to that based on normal reading and spelling performance. (Author/VWL)

Application of a quantitative and qualitative error classification system to the spelling errors of 21 learning-disabled (LD) and 21 non-learning-disabled (NLD) matched college students found LD subjects exhibited a significantly greater total spelling error rate and percentage. Differences were also found on qualitative spelling variables for…