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SUMMARY. With one exception, all of the phonetic and non‐phonetic spelling errors of a sample of 93 13‐ and 14‐year‐old boys loaded significantly on a general factor, described as verbal‐intellectual ability. Auditory sequential memory had a moderate loading on this factor, but visual sequential memory did not load significantly on any of the six factors. Analyses of the relation of word type to spelling performance indicated that spelling difficulty was a function of word frequency but not of regularity of orthography.

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