Abstract
This paper suggests some simple procedures for extracting information about children's spelling sub‐skills from an examination of the errors they make when attempting items in the South Australian Spelling Test (SAST). A pattern of errors (miscues) can indicate children's grasp of regular grapho‐phonic relationships and their awareness of less predictable letter sequences. In addition, the nature of their errors provides some evidence of the stage of development they have reached and the strategies they use when attempting to spell words that are beyond their current level of competence. This information can guide teachers when planning individual support for weak spellers.
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