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Substantial evidence emphasizing the importance of linguistic systems in reading acquisition, as well as emerging literature identifying the contribution of executive function to linguistic-based difficulties, underscores the importance of clarifying the neurocognitive mechanisms affecting reading performance. Research demonstrating the interrelationship between reading and spelling, coupled with neurocognitive theories of spelling, suggests that analysis of children’s spelling attempts may capture more subtle differences in their understanding of how to decode text. This study aimed to determine the utility of applying a spelling error analysis system as a method for differentiating between reading difficulties resulting from executive dysfunction or language deficits in a sample of children at risk for reading failure. The present study examined the relationship between executive function, language, and spelling achievement in a sample of 82 children aged 6-15 years identified as having a reading deficit and/or diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). Hierarchical regression analyses indicated language-based skills, particularly word reading, and age significantly predicted the phonemic equivalency of misspellings. Tasks of executive functioning were not found to significantly contribute to performance on phonological spelling; however, analysis of group differences suggest that ADHD and Reading Deficit groups demonstrated unique cognitive profiles, including distinct performances on executive functioning tasks. Exploratory analyses also revealed that ADHD and Reading Deficit groups differed significantly in phonological spelling performance. Results from the current study provide evidence for the presence of two distinct underlying cognitive processes affecting spelling and, in effect, reading. Current findings have implications for the need to further examine characteristic deficits in language and executive functioning affecting children at risk for reading failure. Findings also provide support for the validity of further investigating the potential to infer differential diagnostic categories using a phonological spelling analysis. The use of an analysis of spelling errors as a diagnostic data source holds promise for a better understanding of reading failure and, ultimately, may contribute to more effective intervention practices. / text

Proper spelling is important for efficient communication between people with different first languages in the 21st century. While Swedish functions as an intranational language within Sweden, it sees little to no use outside of Scandinavia. English fills the role as a second language that all Swedish students must learn, yet more focus appears to be given to grammar rather than spelling. Spelling is important and knowing the kinds of spelling errors Swedish learners of English tend to make can help educators improve the spelling proficiency of their students. The aim of this study is to investigate the spelling errors made by senior high school students in Sweden by analyzing a collection of essays written by students and gathered in the Uppsala Learner English Corpus (ULEC). The results of this study show that spelling proficiency nearly doubled for students in their third year in senior high school compared to their first year, yet the distribution of spelling errors remained the same. Additionally, some particular sounds that appear to be especially problematic for Swedish spellers were identified, such as /ə/, /l/, /s/ and /k/. / Korrekt stavning är viktig för effektiv kommunikation mellan människor med olika modersmål i tjugohundratalet. Medans svenska fungerar som ett språk mellan människor inom Sverige, ser det lite till ingen nytta utanför Skandinavien. Engelska fyller rollen som andraspråk som alla svenska elever måste lära sig, ändå sätts mer fokus på grammatik över stavning. Stavning är viktig och att veta vilka typer av stavfel som svenska elever brukar göra på engelska kan hjälpa lärare förbättra elevernas stavningskunskaper. Syftet med den här studien är att undersöka svenska gymnasielevers felstavningar i Engelska genom att analysera en samlig essäer skrivna av studenter och samlade i Uppsala Learner English Corpus (ULEC). Resultaten från den här studien visar att stavningskunskaperna hos eleverna hade nästan fördubblats när de gick det tredje år på gymnasiet jämfört med när de gick det första, men att fördelningen av stavfel förblev densamma. Dessutom har vissa ljud identifierats som verkar vara särskilt problematiska för svenska elever att stava, såsom /ə/, /l/, /s/ and /k/.