The purpose of this study was to investigate level of spelling development in three types of spellers. First, two broad groups of spellers with average to above average intelligence were identified from an overall sample of 446 eleven to thirteen year old subjects based on K-TEA Spelling Test scores: high scores designated normal spellers, or the control group; low scores designated unexpected poor spellers, or the UPS group. Second, thirty-eight subjects in the control group and thirty-seven subjects in the UPS group were administered four word pronunciation, four spelling identification, and four spelling from recall tests. Scores on one of the word pronunciation tests (the Woodcock-Johnson) were used to divide the UPS group into two subgroups: above-mean scores designated dysgraphic spellers; below-mean scores designated dyslexic spellers. Mean scores by group for correct scores and error scores were analyzed by one way analyses of variance and follow-up Duncan's Multiple Range Tests to determine if and where significant differences occurred across groups. Prior to data collection, nine hypotheses were made based on Frith's (1986) three-phase model of reading and writing acquisition whereby children were hypothesized to develop through logographic, alphabetic, and orthographic phases of development, each phase marking a stage of normal development for normal spellers or a point of arrest for UPS spellers. Frith hypothesized an arrest at the logographic stage for dyslexic spellers; at the alphabetic stage for dysgraphic spellers. Data strongly support Frith's three-phase developmental model. Results from measures chosen to reflect functioning at different developmental levels tend to support that normal spellers have mastery of all three levels of development; that dysgraphic spellers have developed beginning level orthographic strategies; and that dyslexic spellers have developed beginning level alphabetic strategies. However, since both dysgraphics and dyslexics, unlike normals, seemed to show upper level skill loss in unfamiliar situations, a tentative alternative explanation to Frith's Developmental Arrest Theory is offered: that point of arrest for both dyslexic and dysgraphic spellers is at the logographic phase, with dysgraphics reaching higher developmental skill levels than dyslexics because of advanced verbal ability and compensatory strategies.

Writing instruction that reflects the variety or represented pupil intelligences and learning styles in a special day classroom can significantly increase a child's opportunity for success. Attending to these areas while simultaneously taking into account student strengths, interests, and desires can facilitate the academic process. Written language skills and achievement must be addressed in a supportive and encouraging climate motivating children and maximizing their willingness to undertake new concepts.

The Junior primary teachers have the task of catering for the needs of pupils of varying abilities in their charge. With the admission of culturally different groups of children (many of them from disadvantaged communities) to schools previously accustomed to having one cultural group, this task of catering for the needs of pupils presents a problem as teachers are not trained to deal with disadvantaged children. The aim of this study was to formulate scientifically sound guidelines according to which class teachers can plan and implement language programmes for disadvantaged learners. In order to formulate such guidelines, a theoretical investigation was undertaken on normal language development and on the effects of disadvantagement on the scholastic and language performance of the child. Various programmes available for disadvantaged learners which are being implemented in other countries were evaluated. On the basis of these findings guidelines were suggested to class teachers for planning language programmes for disadvantaged learners. / Teacher Education / M. Ed. (Orthopedagogics)

The Junior primary teachers have the task of catering for the needs of pupils of varying abilities in their charge. With the admission of culturally different groups of children (many of them from disadvantaged communities) to schools previously accustomed to having one cultural group, this task of catering for the needs of pupils presents a problem as teachers are not trained to deal with disadvantaged children. The aim of this study was to formulate scientifically sound guidelines according to which class teachers can plan and implement language programmes for disadvantaged learners. In order to formulate such guidelines, a theoretical investigation was undertaken on normal language development and on the effects of disadvantagement on the scholastic and language performance of the child. Various programmes available for disadvantaged learners which are being implemented in other countries were evaluated. On the basis of these findings guidelines were suggested to class teachers for planning language programmes for disadvantaged learners. / Teacher Education / M. Ed. (Orthopedagogics)