This study explores the ability of children with and without dyslexia to provide meaningful verbal self-reports of the strategies they used in a spelling recognition task. Sixty-six children aged 6 years 3 months-9 years 9 months were tested on a range of standardised measures and on an experimental spelling recognition task based on the work of Critten, Pine, and Steffler [Critten, S., Pine, K., & Steffler, D. (2007). "Spelling development in young children: A case of representational redescription?" "Journal of Educational Psychology", 99, 207-220]. Children identified with dyslexia (n = 22, mean age 8 years 10 months) were compared to two typically developing groups of children: the first matched by age (n = 22, 8 years 11 months), the second by spelling ability (n = 22, 7 years 5 months). In the recognition task, children were asked to identify the correct spelling of the target word from three phonologically and/or orthographically plausible alternatives and to verbally self-report the strategy they used when approaching the task. Their strategies were identified with reference to Rittle-Johnson and Siegler [Rittle-Johnson, B., & Siegler, R. (1999). "Learning to spell: Variability, choice, and change in children's strategy use." "Child Development", 70, 332-348]. All of the children in the study were able to provide meaningful self-reports. Results suggest that children with dyslexia are less likely to use the same range of strategies as typically developing children and more likely to use a sounding out (i.e. phonetic strategy) when approaching the task of spelling identification. We conclude that an assessment protocol for spelling that incorporates verbal self-report seems a promising way forward in providing in-depth qualitative information for targeted support. Further, the data suggest that it may be useful to explicitly teach a range of strategies to children with dyslexia when supporting them with their spelling.