The purpose of the present study was to explore spelling development and spelling strategies employed by novice Greek spellers. Overall, 50 children were assessed throughout the first year of schooling in three testing sessions (Phase 1: November - December, Phase 2: February - March, Phase 3: May-June). The study was based on error measurements of spelling-to-dictation of isolated words. Spelling accuracy was calculated in terms of both phonologically and orthographically correct outputs. The material chosen were 72 words (with or without multi-letter graphemes) from the basic vocabulary of the language textbooks for primary school pupils of Grade A. Theresults are generally consistent with the view that at the initial phases children mainly utilize phonological knowledge of phoneme-grapheme correspondences when spelling, while at the end of Primary A they beginto employ mnemonic strategies in spelling.

Δπραξηζηίεο ζέισ επίζεο λα απνδψζσ ζηνπο κηθξνχο κνπ θίινπο, ηα παηδηά πνπ ζπκκεηείραλ κε ελζνπζηαζκφ ζε φιεο ηηο δξαζηεξηφηεηεο. Καηέρνπλ κηα μερσξηζηή ζέζε ζηελ θαξδηά κνπ θαη εχρνκαη λα νινθιεξψζνπλ ηηο ζπνπδέο ηνπο κε επηηπρία.Σέινο, επραξηζηψ ηε ζχδπγφ κνπ Υξχζα γηα ηε ζπκπαξάζηαζε, ηελ θαηαλφεζε θαη ηελ ππνκνλή πνπ επέδεημε ζε φιε ηελ δηάξθεηα απηήο ηεο πξνζπάζεηαο θαη ηδηαίηεξα ζηηο δχζθνιεο ζηηγκέο ηεο.