What spelling tells us about the orthographic development and word study instruction with emergent bilingual secondary students

Kiernan, Darl; Bear, Donald R.

doi:10.1080/02702711.2017.1415241

Cited by 4 publications

(2 citation statements)

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“…Also, including younger and older students could elucidate a more complete developmental map of spelling errors among Spanish children learning EFL at school. This need is supported by the fact that spelling errors are also found in samples of older participants, like secondary school students (Kiernan & Bear, 2018;Lahuerta, 2019).…”

Section: Discussionmentioning

confidence: 97%

“…In this study the comparison was made with other studies analyzing spelling errors by native speakers, but it could also be made with speakers from other linguistic backgrounds. Regarding educational implications, information about spelling error patterns can help teachers detect which features or aspects should be targeted during instruction (Kiernan & Bear, 2018).…”

Section: Discussionmentioning

confidence: 99%

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Spelling errors by Spanish children when writing in English as a foreign language

2022

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English orthography differs from that of other European languages in terms of complexity and regularity. This difference may impact the development of accurate spelling in English, especially when it is learned as a foreign language in school. In this study we wanted to explore spelling development patterns of Spanish speaking children learning English at school. To do so, we analyzed spelling errors from a free narrative task from 136 children in fourth, fifth and sixth grades. We classified errors following a two-level procedure based on the Triple Word Form theory (Phonology, Orthography and Morphology) and the POMAS (Phonological, Orthographic, and Morphological Assessment of Spelling) system. While results showed almost no change in accuracy across grades, there was evidence of more errors related to orthography as compared to phonology and morphology. This points to an incomplete knowledge of English orthography. This study sheds light on the spelling development of foreign language learners, and illustrates the interference that the native language may have when the two orthographies of the speller are linguistically distant. Considering the findings, educational implications to improve foreign language spelling instruction at school are offered.

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Section: Discussionmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 99%