A performance analysis of children's spelling difficulties

Abstract

This research attempts to analyse children's spelling difficulties. Using a quantitative research method, 214 mixed ability subjects aged between 8 and 9 years were tested on the British Ability Scales Spelling Test. Their spelling errors were categorised according to Elliott's {1990) spelling strategies. Subjects who scored below the first negative standard deviation and who had the majority of their spelling errors falling in the Semiphonetic and Basic Phonetic categories were given the Bangor Dyslexia Test. The general ability of subjects who scored positive on this test was tested by using Raven's Standard Progressive Matrices. A direct instruction remedial programme was conducted with two subjects who obtained a high percentile score on the latter test. After a period of 20 days, the two subjects were re-tested. Subject A demonstrated a retention of 80% and Subject B a retention of 93%. Such high retention rates imply that dyslexic children can be helped to overcome their learning difficulties by using specialised tutoring utilising directing instruction programmes.