The chapters in this volume focus on one important aspect of writing: spelling.
There has been much less research on spelling and writing than on reading, and
these papers represent an attempt to restore the balance. The papers, by some
of the leading researchers in the field, provide an excellent sample of current
research on spelling. Some of the papers focus on spelling as a linguistic
process, examining the phonological and morphological factors that make certain
words easier or harder to spell than others. Other papers treat spelling as a
cognitive process, looking for example at the effects of task demands on
performance. And still other papers view spelling as a developmental process,
asking how children learn to spell and why some children experience more
difficulty than others. Together, the papers reveal the progress that has been
made in our understanding of spelling.
