Hmm. Interesting thought. A year ago the explanation for the reverse behavior was that he can either pay attention to the spelling of the word or he can pay attention to the meaning of the sentence.

I've seen no returned work this quarter except for math (different teacher & school), so I have no basis to know what his writing looks like when he's trying to write a message with meaning.

Sadly that 98% is only part of the story. The rest of the report is about to qualify him for ESY...