ABSTRACT
In comparison with other research areas, such as reading, there have been relatively few studies of spelling. Furthermore, spelling is an area where most of the available evidence comes from studies of brain damaged individuals. The majority of these studies have been conducted within the theoretical framework that is schematized in Figure 11.1. According to this framework (see, e.g., Caramazza, 1988; Ellis, 1989), spelling involves a variety of functionally distinct processing components that can be selectively impaired by brain damage. Some of these components are specific to spelling while others are not.
