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While spelling deficits have been reported among children who are hard of hearing (CHH), little is understood as to why these students struggle with spelling. The purpose of this study was to investigate spelling errors among CHH, utilizing a multilinguistic analytic approach that reflects recent theoretical and empirical understandings of phonological, orthographic, and morphological contributions to spelling. Specifically, misspelled words generated by children aged 7 to 11 years during a standardized, generative sentence writing task were analyzed using a framework of analysis that separately analyzed phonological, orthographic, and morphological errors in roots and affixes. Group differences in the distribution of categorical spelling errors were found in all domains when comparing CHH to children with normal hearing (CNH). The multilinguistic framework of analysis has the potential to reveal deficits in linguistic domains underpinning spelling, which could drive tailored spelling interventions for students with hearing loss. Support was provided in part by the NIDCD Grant No. 2 R01DC009560, the Council of Academic Programs in Communication Sciences and Disorders and The Royster Society Fellowship at the University of North Carolina at Chapel Hill.
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