The present study examines whether literacy or phonological impairment affects use of morphological spelling constancy; the principle that morphemes are spelled consistently across words. Children with dyslexia or otitis media (OM) were compared to chronologicalage matched children and reading-ability matched children. Monomorphemic and polymorphemic nonwords were spelled in a sentence completi...

Despite a history of reading or spelling difficulties, some adults attain age-appropriate spelling skills and succeed at university. We compared the spelling of 29 such high-functioning dyslexics with that of 28 typical students, matched on general spelling ability, and controlling for vocabulary and non-verbal intelligence. Participants wrote derived real and pseudo words, whose spelling relat...

The ability to perform revisions targeting the content of text is important for quality improvement, and it hypothesized that lower-level transcription processes need be automatized in order free up capacity higher-level such as revision. However, people with reading writing difficulties due underlying decoding spelling, process rarely because their troubles spelling. One possible way circumven...

Previous fMRI studies in English-speaking samples suggested that specific interventions may alter brain function in language-relevant networks in children with reading and spelling difficulties, but this research strongly focused on reading impaired individuals. Only few studies so far investigated characteristics of brain activation associated with poor spelling ability and whether a specific ...

There has been less research on how children learn to spell than on how they learn to read, but a good deal is now known about spelling development. This article reviews studies of normative development, beginning with children’s early scribbles and proceeding to prephonological spelling involving letters, phonologically influenced invented spelling, and more advanced spelling. Most of the stud...

The main applied theme of this chapter is an exposition of the 'SelfSpell' computer-based environment for children learning to spell. In long-term research on the causes of dyslexia we had built up a panel of dyslexic children, and we developed SelfSpell mainly as a 'thankyou' to them for their unstinting support of our experimental programme over a period of years. Although SelfSpell was initi...

Writing has been identified as a challenge for students with reading difficulties. This study contributes to previous research by exploring argumentative writing in L1 (Swedish) and L2 (English) group of difficulties upper secondary school. Participants were 19 typical reading, poor decoding, 9 comprehension. A majority attended vocational programmes. Written text quality was assessed using an ...