The phonological perspective described in developing children’s spelling skills shows an increasing ability to map word sounds to phonetically appropriate letters. From the proposed models on spelling development, children transition from an initial stage where spellings are non-phonological to the later scene where spellings are phonologically sufficient.
The belief is that children’s initial spellings are random letter strings with no relationship to sounds in words. With growth comes understanding forms in the child’s mind, and later on, letters start to symbolize sounds. However, in dyslexic students, the same challenges associated with reading and writing make it difficult to entertain long-term memories.
Therefore, since holding short-term memories is a difficulty for dyslexia students, receiving complete information about spelling becomes a challenge. It takes longer for these students to relate letters to sounds.