Blackwell Reference Online

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In the mind of the layperson there is still an association between intelligence and the ability to spell. Thus, spelling errors are a source of embarrassment and ridicule. Indeed, the debilitating nature of a spelling impairment is well described in the words of an adult with developmental dysgraphia: WF: I hat his all was mack me ageer [ I hate this. (It) always make(s) me angry. ] Sum time I wot to smash thing [ Some time I want to smash things. ] It allwas mack me tired and furttrad [ It always makes me tired and frustrated. ] My hand allwas get swety [ My hand always get(s) sweaty. ] It is sowe frutrat this ritting, [ It is so frustrating this writing ] It is like dwing a day work in one hower. [ It is like doing a day's work in one hour ] The purpose of this chapter is to provide an overview of research on the spelling difficulties that afflict adults as well as children and patients with neurological disorders. We begin by outlining the standard model of spelling that has guided much of this research and by asking questions about the relation between reading and spelling. We will then turn to a description of acquired and developmental impairments. We will show that the study of acquired impairments has provided crucial evidence for the processes and representations involved in a mature spelling system, while the study of developmental impairments has provided crucial evidence ... log in or subscribe to read full text