Vowel Categorization Skill and Its Relationship to Early Literacy Skills among First-Grade Québec-French Children

Caravolas, Markéta; Bruck, Maggie

doi:10.1006/jecp.1999.2547

Cited by 8 publications

(2 citation statements)

References 57 publications

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“…Of course, many other factors may contribute to the between-language differences observed in the above studies, not least cultural variables that influence home literacy and educational practices in different countries. In fact, several studies have shown that various linguistic factors such as phonotactic constraints, syllable structure, (Caravolas & Bruck, 1993, 2000) and lexical stress (Caravolas, et al, in press) also affect between-language differences in spelling performance. A task for future studies will be to determine how linguistic variables interact with orthographic ones in shaping alphabetic spelling development.…”

Section: Discussionmentioning

confidence: 99%

Spelling Development in Alphabetic Writing Systems: A Cross-Linguistic Perspective

Caravolas

2004

European Psychologist

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This paper reviews issues and early findings in the cross-linguistic study of alphabetic spelling development. The primary focus is on the effects that differences in orthographic consistency might have on the process of learning to spell across alphabetic writing systems. General characteristics of alphabetic writing systems are summarized, and various indicators of orthographic consistency are discussed for one consistent (Czech) and two inconsistent (English, French) orthographies. Then, against a model of spelling development in English, the results of several studies of spelling development in relatively more consistent orthographies are considered. Together, the current findings suggest that the core component skills underlying spelling development, namely, phonological awareness and letter knowledge, are similar across alphabetic languages. However, the degree of consistency of an orthography seems to play an important mediating role in determining the rate of learning to spell. The extent to which consistency interacts with the processes underlying spelling development cannot yet be determined, however current data suggest that the early learning process is fundamentally similar across alphabetic orthographies.

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Section: Discussionmentioning

confidence: 99%

Spelling Development in Alphabetic Writing Systems: A Cross-Linguistic Perspective

Caravolas

2004

European Psychologist

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151

113

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“…However, the nature of cross-linguistic influences could be adumbrated by comparing bilinguals receiving parallel literacy instruction in either Spanish or English. Caravolas and Bruck (2000) found that formal literacy instruction, in this case in a language with a relatively opaque orthography, French, generated heightened vowel awareness for Que´bec Frenchspeaking first graders, causing them to perform better than English monolingual speakers. This suggests that formal literacy instruction may lead to heightened phonological perception and, hence, spelling.…”

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confidence: 97%

The influences of language of literacy instruction and vocabulary on the spelling of Spanish–English bilinguals

Francisco

Carlo

et al. 2006

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The relation of language of instruction and vocabulary to the English spelling of bilingual first graders receiving either English or Spanish literacy instruction and of monolinguals in English literacy instruction was explored. Only bilingual students in Spanish literacy instruction (SLI) exhibited Spanish-influenced spelling, indicating a powerful effect of language of literacy instruction. SLI without English literacy instruction (ELI) may be a prerequisite for the appearance of Spanish influences in English spelling. Spanish-influenced spelling appears to be a normal developmental phenomenon only for those bilingual first graders who have received no ELI. The students in ELI, on average, wrote more orthographically plausible English pseudowords than students in SLI, indicating that the students in SLI simply had not yet learned conventional spelling patterns in English. In addition, children with good Spanish vocabulary showed more Spanish-influenced spelling, while English vocabulary predicted more orthographically plausible English spellings. The relationship between English vocabulary and English spelling was similar for children instructed in Spanish and English. English vocabulary and literacy instruction both made unique, positive contributions to English pseudoword spelling, while Spanish literacy instruction played a more important role than Spanish vocabulary in the production of Spanish-influenced spelling in English.

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Vowel representations in the invented spellings of Spanish–English bilingual kindergartners

2012

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Vowel Categorization Skill and Its Relationship to Early Literacy Skills among First-Grade Québec-French Children

Cited by 8 publications

References 57 publications

Spelling Development in Alphabetic Writing Systems: A Cross-Linguistic Perspective

Spelling Development in Alphabetic Writing Systems: A Cross-Linguistic Perspective

The influences of language of literacy instruction and vocabulary on the spelling of Spanish–English bilinguals

Vowel representations in the invented spellings of Spanish–English bilingual kindergartners

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