Abstract
Within the last decade, we have witnessed a radical change in the approach to the study of acquired spelling disorders (dysgraphias). Researchers have shifted their attention from classification schemes that describe global characteristics (e.g., agraphia without alexia) to more detailed and explicit accounts of how the spelling system is organized and the possible forms its dissolution may take (see Newcombe & Marshall, 1980; Shallice, 1981; Beauvois & Dérouesné, 1981; Bub & Kertesz, 1982; Hatfield & Patterson, 1983, 1984; Caramazza, Miceli, & Villa, 1986; Goodman & Caramazza, 1986; Patterson, in press; Ellis, 1982, in press).
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Caramazza, A. (1991). Aspects of the Spelling Process: Evidence from a Case of Acquired Dysgraphia. In: Issues in Reading, Writing and Speaking. Neuropsychology and Cognition, vol 3. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-3740-9_6
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DOI: https://doi.org/10.1007/978-94-011-3740-9_6
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