The abc of the b and c in Spanish: inconsistent and context dependent letter errors and the development of orthographic knowledge in primary school children

Abstract This study presents the results of a cross-sectional reading and spelling assessment conducted among 118 Spanish children in 3rd, 4th 5th grade. The first aim was to explore whether children´s use orthographic knowledge modulated by lexical variables—word frequency neighborhood—or sublexical variables—context-dependent, inconsistent or neutral letters- as well developmental pathway such both tasks. second provide insight into type errors committed order detect words structures that convey most difficulties. Data showed rely on processes more than ones writing. Persistent context-dependent letters were evident even grade, writing involved greater difficulty all grades. presence other substitutions, omissions lexicalizations negligible. Finally, an item analysis revealed located low-frequency syllables, particularly position. point specific persistent difficulties may hinder consolidation accurate word representations Spanish.