ABSTRACT
Psychological research on the acquisition of spelling is quite anglo-centric due to the simple fact that the majority of findings come from children who learn to spell English. The present study questions some of the English conclusions by contrasting them with German findings. German offers an interesting test case for conclusions about the role of orthographic consistency and of phonology in the development of spelling because, due to the partly common roots of German and English, there are similarities with respect to phonology, although German is written in a more consistent manner than English.
