Abstract
The correlates of spelling impairment were examined in children with histories of early speech sound disorders. The spelling errors of 52 children with histories of speech sound disorders were analyzed to predict the association between weaknesses in expressive language skills in early childhood and school-age spelling abilities. Results revealed that children with preschool speech sound and language problems became poorer spellers at school age than did children with preschool speech sound disorders only. However, even children with isolated speech sound disorders demonstrated a weakness in spelling skills relative to their reading and language abilities and Weschler Performance IQ. Measures of phonological awareness were highly correlated with spelling skills, suggesting that phonological processing abilities are related to the ability to spell phonetically predictable words. Analysis of spelling errors based on level of phonological awareness skill revealed that children with preschool speech sound disorders utilize phonetic strategies in spelling phonetically predictable words. Familial aggregation of spelling disorders suggests a possible genetic component that is modified by gender.
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