This paper synthesizes the results of research from the fields of psycholinguistics and education into the nature of the process of acquisition of spelling skills, and provides insights into some cases of dysorthographia. The spelling problems of some children appear to have resulted from the early adoption of an unusual reading strategy. This strategy, and its attendant spelling disability, may have resulted when these children began the reading process in a state of phonological unreadiness. Specific suggestions for classroom instruction in reading and spelling are derived from the research. These techniques, if adopted, would prevent or alleviate the spelling disability of children who exhibit the symptoms described.

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