Psycho-Social Variables of Elementary School Children with Spelling Difficulties in relation to their Academic Achievement


  • G. Lokanadha Reddy Professor and Head, Department of Education, Dravidian University, Kuppam – 517 526, Andhra Pradesh State, India.
  • Bindu David Lecturer, St. Thomas College of Teacher Education, Pala, Kottayam, Kerala State, India.
  • G. Susmitha School Teacher, Kishore Public School, Tanakallu (P & M), Anantapur (Dist) Andhra Pradesh State, India.



Spelling, Spelling difficulties


Accurate spelling is a complex act that requires cognitive and linguistic knowledge of the phonological, morphological, syntactical and semantic principles of language. Students with disabilities frequently exhibit spelling difficulties related to language learning and are inefficient in cognitive processing. These difficulties often are developmental in nature. The present study is conducted on 222 children with spelling difficulties of five Taluks of Kerala State. Remediation of spelling difficulties in children requires comprehensive assessment. In this article, the researchers discuss about the theory related to spelling disabilities, assessment, remediation and psychosocial correlates of spelling difficulties in children. The major findings of the study state that there is a significant positive correlation between psycho-social variables and academic achievement of children with spelling difficulties. The authors also highlighted the need for early intervention and use of various remedial strategies to overcome spelling difficulties in children.


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How to Cite

G. Lokanadha Reddy, Bindu David, & G. Susmitha. (2014). Psycho-Social Variables of Elementary School Children with Spelling Difficulties in relation to their Academic Achievement. Issues and Ideas in Education, 2(1), 39–52.



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