Orthographic Problem-Solving Ability of Learning Disabled and Normally Achieving Students

Abstract

Based on results from research on learning disabled children's spelling, it is argued that spelling errors produced by carefully selected LD elementary-school students cannot be interpreted as aberrant or as deviating from errors expected of younger, normally achieving children. The data are interpreted to support a cognitive-developmental model of spelling acquisition in LD and normally achieving children. Errors are shown to represent limited information and/or ability to formulate strategies for how to apply information in order to solve spelling problems. Recommended solutions include the need for supplementary instruction in general problem-solving skills as they relate to acquisition of basic academic skills. Moreover, researchers are urged to consider the potential of programmatic research on LD students' basic-skills acquisition as a model of cognitive processing differences.