Fig. 11.—Letter written by X showing how he could spell by use of dictionary.
The case of X, described in Chapter IV, is somewhat instructive in this connection. The necessity to learn reading was so urgent that it was soon decided to give no time to spelling as such. The special teaching did not, therefore, include formal instruction in written spelling. The regular spelling lessons at school were, of course, taken by X, as well as might be.
After X had learned the letters thoroughly, so that he never erred in writing one, he made great improvement in his grades on the regular spelling lessons given at school, in which assigned words were learned by rote.
Words not thus specifically learned were spelled “by ear,” with the general result which is exemplified in Figure 10.
X was taught the use of the dictionary, and by its aid he could spell as shown in Figure 11.
In German or Italian, the mutual helpfulness of reading and spelling would probably be much greater, for words in these languages are not nearly so specific in character as English words are.
VI. ILLUSTRATIVE CASES
Two cases are herewith given, to illustrate the marked discrepancies which may rarely be found between general intelligence and ability to spell. The first is that of a schoolboy of average intelligence, whose spelling is illegible. The second is that of a feeble-minded schoolgirl, whose spelling is very much above what would be predicted from mental age and IQ.
