Poor spelling may be due to sheer _failure to remember_—_failure to retain_ impressions which were originally clearly and correctly perceived. This may mean simply that the child requires unusually numerous repetitions before he can form the connections described under (4) in our analysis; or it may be that his memory span is abnormally brief, and that he cannot easily associate more than three or four elements together as a unitary sequence. Tests of memory span for various kinds of materials should be instituted, in order to gain light on this point. If it appears that his performance is decidedly below the normal for his age, especially when the material is letters, it may be concluded that too brief memory span is probably playing a part in his difficulties. This could be checked up further by an analysis of his spellings, to see to what extent he spells short words correctly, but misspells longer words. Emphasis upon syllabication, prefixes, suffixes, and other short units should be helpful. The child might be able to remember three syllables of three letters each, but unable to retain, with the same amount of practice, one word of nine letters. Psychologically, these two tasks are different. Smedley suggested years ago that there might be a “rational element” in spelling, whereby _knowledge of the meaning_ of words would contribute to the correct spelling of them, in and of itself. Connections involving meaning are considered in our analysis under (1). Children produce an especially great proportion of error in spelling words which have no meaning for them. Hence it is of interest to test the child for knowledge of the meaning of words which he misspells. It is necessary to find out whether the words which confuse him are in his vocabulary. _Motor awkwardness and incoördination_ may contribute to poor spelling. Here are involved the connections discussed by us under (5) and (6). In written spelling (with which education is chiefly concerned), it is necessary not only to know what symbols are required, but to execute them successfully with arm, hand, and fingers. Here we must have recourse to motor tests, for steadiness, coördination, and speed of voluntary movement. Occasionally one finds a child who does much better at oral spelling than he does at written spelling. In such cases, improvement in handwriting is what is needed, either in respect to rate or quality. A slow writer may misspell many words if he attempts to hurry.