The connections which are described in our analysis under (2) may be inadequately or incorrectly developed. This would be _faulty pronunciation_. This is undoubtedly a very prolific cause of poor spelling. Such errors as “a-f-t-e-r-w-o-o-d-s” for “afterwards,” “w-h-e-n-t” for “went,” “p-r-e-h-a-p-s” for “perhaps,” will serve to illustrate this point. In observations on poor spellers, such errors are found by the score, and it is discovered that the words are pronounced as spelled. Thus the poor speller should be tested for the _pronunciation_ of the words which he misspells. It may be that drill in correct pronunciation is what is needed, in order to improve his spelling. Faulty pronunciation may itself be due to various causes. In the majority of cases it doubtless arises from _false auditory perception_, as in such misspellings as “hares breath” for “hair’s breadth,” and “Mail Brothers” for “Mayo Brothers.” In other cases it arises from _inability to articulate properly_, as with children who stammer or lisp, or have nasal obstructions. It may be that a pupil’s weakness lies in the formation of connections, which we have noted in our analysis under (3). The formation of these connections involves _visual perception_, habits of interpretation through the eye, which have been found to be of first rate importance in spelling. We may refer back to the discussion of the perceptual factors in reading. In spelling, also, it has been discovered that error is not distributed at random, but follows certain laws. For instance, there is a constant tendency to shorten, rather than to lengthen words in misspelling them. The influence of any letter over error varies greatly with the position of the letter in the word. The last halves of misspelled words show many more errors than are found in first halves. From these and other facts it is apparent that failures in visual perception contribute to the difficulties of poor spellers. In order to determine whether such is the case with any particular child, it will be necessary to make an analysis of his work, to see whether the distribution of his errors reveals such perceptual weakness. If a child can spell the first halves of words correctly, but does not spell the last halves, or if he learns to spell the upper halves of words correctly, but cannot spell the lower halves of them, the remedy is to bring about readjustments of attention, whereby he will _look at_ those portions of words, which formerly he failed, unconsciously, to see.