Abstract
Compared good and poor spellers at the third- and sixth-grade levels on seven tasks that measured visual and auditory discrimination, memory, analysis and synthesis skills. The results indicated that five tasks discriminated between good and poor spellers at the third-grade level: tasks requiring visual discrimination and visual memory of words; auditory discrimination, memory, analysis and synthesis; and auditory-visual integration. Two tasks discriminated between good and poor spellers at the sixth-grade level: tasks requiring auditory discrimination, memory, analysis and synthesis; and auditory-visual integration. Memory for words and sentences did not discriminate between good and poor spellers at either grade level.
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