Abstract
Factors associated with reading-plus-spelling retardation and specific spelling retardation were investigated in a large sample of Dunedin children who were studied longitudinally between the ages of three and 11 years. Those with reading-plus-spelling retardation showed poor performance on WISC-R Verbal subtests relative to non-retarded children, but superior performance on Picture Completion and Object Assembly subtests. The group with reading-plus-spelling retardation also had poor speech articulation but no significant language, motor or neurological dysfunction. Their educational attainment in reading, writing and mathematics was consistently poor. Specific spelling retardation was associated with deficits on WISC-R Arithmetic and Coding subtests, teacher ratings of low attentiveness and poor achievement in writing and mathematics. No language, motor or neurological deficits were apparent in this group.