Reading and writing have long been thought of as complementary skills: to read is to recognize and interpret language that has been written; to write is to plan and produce language (1)_____ it can be read. It is therefore widely (2)_____ that being able to read implies being able to writer, at least, being able to spell. Often, children are taught to read but (3)_____ no formal tuition in spelling; it is felt that spelling will be "(4)_____ up". The attitude has its (5)_____ in the methods of 200 years ago, when teachers carefully taught spelling, and assumed that reading would (6)_____ automatically. Recent research into spelling errors and "slips of the pen" has begun to show that matters are (7)_____ so simple. There is no necessary link between reading and writing: good readers do not always (8)_____ good writers. Nor is there any necessary link between reading and spelling: there are many people who have no (9)_____ in reading, but who have a major persistent (10)_____ in spelling—some researchers have estimated that this may be as (11)_____ as 2% of the population. With children, too, there is (12)_____ that knowledge of reading does not automatically (16)_____ to spelling. If there (14)_____ a close relationship, children should be able to read and spell the (15)_____ words: but this is not so. It is (16)_____ to find children who can read (17)_____ better than they can spell. More surprisingly, the (18)_____ happens with some children in the early stages of reading. One study (19)_____ children the same list of words to read and spell: several (20)_____ spelled more words correctly than they were able to read correctly.