We examined the extent to which word characteristics (i.e., differences in orthographic transparency among words) and child characteristics (i.e., emergent literacy skills) explain variation in children's spelling, using data from young Korean children (N = 168). We compared predicted probabilities of various types of words (e.g., transparent vs. two types of opaque words) in spelling at various levels of child's latent ability in emergent literacy skills. While approximately 60% of total variance in spelling was attributable to differences due to child characteristics, a substantial amount, approximately 40%, was due to differences among words. In addition, inclusion of language and print-related emergent literacy skills reduced about 35 to 57% of variance that is attributable to differences among children. Inclusion of word types (i.e., transparent vs. opaque words) explained more than 50% of variance attributable due to differences among words. These results suggest that orthographic depth in words is one aspect to take into consideration for spelling acquisition. (Contains 6 tables and 1 figure.)