Spelling errors are considered a paramount criterion in the evaluation of written texts. The present study aimed: (1) to describe the developmental path of spelling errors in expository texts written by Hebrew-speaking children from the second to fifth grades; and (2) to reveal the predictive power of cognitive, linguistic and reading variables on spelling accuracy. To this end, each child wrote three expository texts and completed a battery of tasks. Spelling errors were identified and classified into various categories. Findings revealed a consistent decrease in spelling errors as age increased with a greater leap from the third grade on. Proficiency in reading fluency (as measured by rate and accuracy) and good reading comprehension skills significantly reduced the chance of producing spelling errors of any kind. Additional variables, such as lexical knowledge, also contributed to explaining the reduction of spelling errors in content Hebrew words. Our findings of mutual relations clearly support the connectionist and comprehensive approach to spelling that incorporates various linguistic and literacy dimensions in order to reach the goal of correct spelling. [Translation from English by Silvia Montero.]