ABSTRACT
There are, in fact, significant correlations between the reading of words and the writing of words (Gough, Juel, & Griffith, 1992; Zutell, 1992) despite the fact that it is possible to identify participants who exhibit a contrasting pattern, that is, those who achieve high scores in reading tasks but low scores in spelling tasks1 (Bruck & Waters, 1990; Frith, 1980;
1In fact, the reverse pattern does not seem to exist. Bruck and Waters (1990) pointed out that of 343 third graders and 357 sixth graders, there were no examples of students being good spellers while being bad readers.
