The nature of spelling errors in the written works of students with dysorthography and with standard speech development

The article presents results of an experimental research concerning with the spelling skills in the written works of pupils with dysorthography and their peers with normal speech development. The success in spelling, number and mechanisms of errors made by children of both groups were different. Persistent and numerous errors of children with speech pathology were caused by the destructiveness of actualization of knowledge and grammatical and orthographic activities. Rare errors of students with standard speech development were connected with defects in the overlearning of several language operations.