An Evaluation of the Use of Spelling Error Analysis in the Diagnosis of Reading Disabilities

Abstract

This study examined whether significant differences could be observed in types of errors made by normal versus retarded readers (fifth graders) on the WRAT spelling test. Although researchers have reported high numbers of certain types of errors, such as reversals, this study revealed that the proportion of errors attributed to any particular error type is virtually identical for both normal and retarded readers. Retarded readers were thus shown to be unlike normal readers in the number of errors committed but like normal readers in the types of errors committed.

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