The present study aimed at examining some of the socio-cognitive factors which have a correlation with spelling difficulties in elementary school children. Purposive sampling was used to select a sample of 28 students who belonged to second, third and fourth grades. An explorative research design was used in this study. Children were assessed on phonics, phonological awareness, visual and auditory discrimination and spelling. Information regarding the children’s self-esteem and whether they had Attention Deficit Hyperactivity Disorder was obtained from the teachers at school. A socio-demographic sheet was given to the parents to study the number of languages spoken at home, the history of learning problems in the family, the age, education and occupation of parents. Correlation showed a statistically significant association between the grade of the child, and the age of both parents with spelling difficulties in the children.
