Abstract
Compared to the amount of research done on reading, surprisingly little work has been done on the psychology of how we write. And most of the work done on the writing process has been limited to spelling. Researchers have looked at the strategies one uses in order to spell a word correctly, and much of the work has focused on the spelling errors young writers make, in order to gain insight into the underlying causal factors of the poor spelling. Most commonly, researchers have looked at how well writers spell words in isolation, that is, when the words are dictated in a test, not in the pupils’ own written work (Boder, 1973; Gjessing, 1977).
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2000 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Høien, T., Lundberg, I. (2000). Spelling Difficulty: A Major Symptom of Dyslexia. In: Dyslexia: From Theory to Intervention. Neuropsychology and Cognition, vol 18. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-1329-0_3
Download citation
DOI: https://doi.org/10.1007/978-94-017-1329-0_3
Publisher Name: Springer, Dordrecht
Print ISBN: 978-90-481-5457-9
Online ISBN: 978-94-017-1329-0
eBook Packages: Springer Book Archive