Spanish-speaking children’s spelling errors with English vowel sounds that are represented by different graphemes in English and Spanish words

Sun-Alperin, M. Kendra; Wang, Min

doi:10.1016/j.cedpsych.2007.12.005

Cited by 47 publications

(33 citation statements)

References 15 publications

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“…On the other hand, eight studies investigated English-only spellings in Spanish children (Cronnell 1985;Fashola et al 1996;Howard et al 2006;Raynolds and Uhry 2010;Rollo San Francisco et al 2006;Rubin and Carlan 2005;Sun-Alperin and Wang 2008;Zutell and Allen 1988). The most frequently occurring patterns involved vowels and noncontrastive consonants (i.e., consonants not present in the second language).…”

Section: Bilingual Influences On Spellingmentioning

confidence: 97%

“…Prior spelling research on kindergarten and elementary school-age bilingual students focused primarily on how Spanish language knowledge may influence or transfer to English spelling (Cronnell 1985;Escamilla 2006;Fashola et al 1996;Howard et al 2006;Rollo San Francisco et al 2006;Rubin and Carlan 2005;Sun-Alperin and Wang 2008;Zutell and Allen 1988). Analyzing 27 studies of first language influence on English spelling (languages included Arabic, Cantonese, and Spanish, among others), Figueredo (2006) concluded that the interaction of two languages for transfer of spelling knowledge may be facilitated or hindered by the level and depth of transparencies of the first language writing system to English.…”

Section: Bilingual Influences On Spellingmentioning

confidence: 97%

“…Consonant doubling presented as another misspelling pattern since doubling is related to the preceding vowel duration in English, and vowel duration is not relevant in Spanish (Rubin and Carlan 2005), e.g., prity for pretty. A third robust pattern entailed the misapplication of one-to-many vowel mappings in English (Fashola et al 1996;Rubin and Carlan 2005;Sun-Alperin and Wang 2008), as illustrated by clin for clean.…”

Section: Bilingual Influences On Spellingmentioning

confidence: 97%

See 2 more Smart Citations

Bilingual spelling patterns in middle school: it is more than transfer

Bahr

Silliman

Danzak

et al. 2014

International Journal of Bilingual Education and Bilingualism

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This study examined the Spanish and English spelling patterns of bilingual adolescents, including the cross-linguistic effects of each language, by applying a fine-grained measure to the differences in spelling in naturalistic writing. Spelling errors were taken from narrative and expository writing samples provided by 20 Spanish-English bilingual adolescents (n = 160). Errors were coded by categories (phonological, orthographic, and morphological) and specific linguistic features affected and then analyzed by language and genre. Descriptive analyses noted similarities and differences among error patterns in both languages as well as language transfer (i.e., borrowings and code-switching). Statistical analyses revealed language differences in proportions of misspellings across linguistic categories. More fine-grained analyses indicated linguistic feature patterns that were shared across languages and unique to each language. Finally, borrowing, while infrequent, was noted more frequently in English compositions. This investigation appears to demonstrate that spelling, when approached as both a cognitive and linguistic activity, is complex since multiple knowledge systems must be coordinated. The use of triple word form theory to analyze misspellings in emerging bilingual writers suggests that discerning patterns of misspellings in each language provides more insight than does transfer alone into the extent that phonology, orthography, and morphology are becoming unified.

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Section: Bilingual Influences On Spellingmentioning

confidence: 97%

Section: Bilingual Influences On Spellingmentioning

confidence: 97%

Section: Bilingual Influences On Spellingmentioning

confidence: 97%

See 1 more Smart Citation

Bilingual spelling patterns in middle school: it is more than transfer

Bahr

Silliman

Danzak

et al. 2014

International Journal of Bilingual Education and Bilingualism

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“…When learning English as a foreign/second language, the transition from a shallow to a deep orthography could potentially cause difficulties in some vowel spellings for Spanish-speaking EFL children. A study on L2 vowel spellings between Spanishspeaking ESL learners and English-speaking learners by Sun-Alperin and Wang (2008) suggested that native Spanish-speaking children in Grade 2 and Grade 3 committed significantly more L2 errors in vowel spellings that were consistent with Spanish orthography, but the number of vowel spelling errors in L2 ''not'' consistent with Spanish orthography did not differ between native English-speaking children and Spanish-speaking L2 children. The findings reviewed above suggest that properties of L1, and differences in mapping principles across languages affect L2 performance in the tasks involving exercise of phonological and orthographical skills as in spelling.…”

Section: Introductionmentioning

confidence: 94%

“…A handful of studies on L2 spelling have indicated that in early stages of L2 spelling development, spelling errors of EFL learners were affected by L1 phonology and orthography (Sun-Alperin & Wang, 2008;Wang & Geva, 2003a, b). There is evidence from L2 studies that features of spoken and written forms in L1 have significant implications for learning to spell in L2, typologically different from L1 (Kwong & Varnhagen, 2005).…”

Section: Introductionmentioning

confidence: 98%

Roles of position, stress, and proficiency in L2 children’s spelling: A developmental perspective

Hong¹,

Chen

2009

Read Writ

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This study investigated the roles of phoneme position, stress, and proficiency in L2 spelling development by Taiwanese students learning English as a Foreign Language (EFL), an alphabetic writing system typologically different from the learners' L1 logographic system. Structured nonword spelling tests were administered to EFL sixth-graders with lower and higher English proficiency level. The results showed that overall, final phonemes were spelled more poorly than their initial and medial counterparts; however, phoneme position effect decreased as learners' English proficiency improved. Secondly, spelling of the stressed syllable was significantly better than that of the unstressed syllable. However, when phonemes were held constant, stress effect was significant only in the first, but not in the second syllable. Thirdly, higher proficient EFL children spelled significantly better than their lower proficient counterparts, and spelling errors were more systematic in the former. The findings of the study are discussed from linguistic, psychological, and developmental perspectives.

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Examining Teacher Preparation for Code‐Related Reading Instruction: An Integrated Literature Review

Tortorelli¹,

Lupo²,

Wheatley³

2021

Reading Research Quarterly

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Advocates of the science of reading have argued that (a) teacher preparation programs do not provide adequate preparation to teach code-related reading skills; (b) as a result, teachers lack knowledge of this area of literacy development; and (c) without that knowledge, teachers are unable to effectively teach students to read. In this integrative literature review, we assessed the research evidence for the first claim. We identified 27 studies examining preservice general elementary preparation in code-related instruction, including phonological/phonemic awareness, phonics/decoding, spelling/orthography, and morphology, published between 2001 and 2020. We analyzed the studies to determine (a) how preservice knowledge of code-related instruction has been studied, (b) how preservice teachers' literacy knowledge was defined and assessed in these studies, and (c) primary findings across studies and implications for teacher preparation and future research. We found that the research base largely relied on quantitative multiple-choice assessments that privileged linguistic content knowledge over pedagogical and situated knowledge. The body of research was constrained by narrow definitions of science and knowledge, repetition across studies in methods and data sources, limited samples that overlooked diversity in preservice teachers and elementary contexts, and methodological problems. Thus, we caution against considering the issue of teacher preparation settled, and we offer recommendations for teacher preparation programs and directions for future research.

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Spanish-speaking children’s spelling errors with English vowel sounds that are represented by different graphemes in English and Spanish words

Cited by 47 publications

References 15 publications

Bilingual spelling patterns in middle school: it is more than transfer

Bilingual spelling patterns in middle school: it is more than transfer

Roles of position, stress, and proficiency in L2 children’s spelling: A developmental perspective

Examining Teacher Preparation for Code‐Related Reading Instruction: An Integrated Literature Review

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