This book attempts a sober, scientific study of spelling ability from the perspective of educational psychology.

The chapters are written by specialized researchers with experience in the study of spelling and knowledge of contemporary literature. They present experimental data and theoretical hypotheses regarding the mechanisms and processes that support the acquisition of spelling ability, striving to compile a comprehensive picture.

The organization of the book systematically covers the broadest possible range of individual issues, including the following sections: Reading ability and spelling, spelling development and metalinguistic skills, development of spelling writing, spelling errors, disorders of spelling writing, reading disorders and spelling ability, methods for assessing spelling ability, methods for teaching spelling ability.

(...) [Excerpt from the text on the back cover of the edition]