Differences in learning to spell: Relationships between cognitive profiles and learning responses to teaching methods

Abstract

This research investigated the impact of linking teaching approaches to cognitive profiles in two children with poorly developed literacy skills but with differing patterns of cognitive deficit. One child presented average ability levels but specific deficits in spelling and poor scores on tasks related to motor skills. The second child showed more wide ranging deficits and below average ability. Both children were taught spellings via six teaching programmes over a period of 15 months. Improvements indicated that the child with specific spelling deficits benefited greatly from teaching programmes that built upon visual/phonological strengths compared to areas of weaker motor skills. The child with low attainment levels in all areas except motor skills presented little evidence of learning with any method of instruction. The results are interpreted in terms of current theories of literacy development and disability. They indicate the need to consider effective individual strategies for learning beyond the application of one favoured teaching strategy, and how profiling strengths and weaknesses may inform strategy selection.