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The purpose of this study is to identify errors that learners make by analyzing spelling errors of dictation results that third to sixth graders in elementary school committed. First, the types of errors are categorized into spelling addition, omission, transposition and substitution based on errors that they make repeatedly on their dictation. Second, frequency and substitution of errors in consonants, vowels and suffixes are identified. Third, the characteristics of errors in each grade are presented along with their developmental sequences in spelling. The findings obtained by this study are as follows: First, most dominant error type was substitution of other spellings. Second, the learners showed difficulty in semivowel like w among consonants when it is the first consonant, and they also have difficulty in double consonant like ck, ng and ch placed in final consonantal position. Among vowels, learners showed the higher error rate in long vowel than in short vowel. Third, it's found that lower graders tend to memorize the shape of spelling and connect it with its sound rather than to make a direct connection between sound and spelling. When students become senior graders, they tend to be aware of the relationships between sound and spelling as their phonological awareness is matured. Patterns of spelling were mapped out gradually with more successes. In addition, they acquire the ability to identify and fix the errors of spelling by themselves.

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