Students in grades 5-9 (N = 29) with specific learning disabilities (SLDs) (dysgraphia, dyslexia, or oral and written language learning disability, OWL LD) were asked to take notes and handwrite or type summaries of social studies texts about world geography and cultures that they read or heard. This activity required activating knowledge of…

This study investigates the English spelling of students in grades 2 through 8 in Mainland China. A review of spelling and cross-linguistic research in spelling is presented. The orthographic development of 273 students was assessed "with validated spelling inventories" (Sterbinsky, 2007) to sample developmental features across three…

Children who are deaf and hard of hearing (DHH) often struggle with spelling, which can have a negative effect on their written expression. Recent research has shown that linguistic analyses of spelling errors can be used to identify areas of need and guide remediation for spelling success. However, this research has not been conducted with…

The goal of this study was to determine potential causes for the reading and spelling discrepancies of 26 middle school students. All were proficient in reading, but non-proficient in spelling, a pattern typical in students with Specific Spelling Disability (SSD). The focus of the study was on linguistic knowledge while encoding and decoding, plus…