Thesis Title

Spelling Skills in Children with Phonological Disorders

Date of Graduation

Spring 2007


Master of Science in Communication Sciences and Disorders


Communication Sciences and Disorders

Committee Chair

Julie Masterson


spelling, reading, literacy, phonological disorders, articulation disorders

Subject Categories

Communication Sciences and Disorders


This study investigated the literacy (reading and spelling) skills of children with phonological disorders. Previous research indicates that both spelling and reading skills in children with phonological disorders are lower than those of children without phonological disorders. Participants included 14 children in Grades 1 through 5. Each participant was administered two subtests of the Woodcock Diagnostic Reading Battery and the Test of Written Spelling-4 to compare performance in reading and spelling to same age or same grade peers. The Computerized Articulation and Phonology Evaluation Systems (CAPES) was administered to assess phonological skills and the Spelling Performance Evaluation for Language and Literacy (SPELL) was administered to evaluate spelling performance. Results indicated that most participants fell within normal limits in reading, but below normal limits in spelling. Children with phonological disorders did not produce spelling errors that were different in nature from those of children without phonological disorders. Articulation errors were rarely evidence in comparable misspellings.


© Michelle Burrus