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 for normally achieving children. Results were interpreted to show that, although the learning disabled Ss exhibited a pattern of development similar in sequence and rate of change to that of normally achieving peers, their development was significantly delayed and marked by qualitative differences in their ability to predict and evaluate their spelling product. The study replicated and extended earlier results with an analysis of errors produced by (1) a new sample of LD children, (2) a longitudinal sample, and (3) an extended set of orthographic features. The significance of these results are discussed in terms of problem solving deficiencies of LD children. (Author)