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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ542071
Record Type: CIJE
Publication Date: 1996
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0002-8312
A Cognitive Theory of Orthographic Transitioning: Predictable Errors in How Spanish-Speaking Children Spell English Words.
Fashola, Olatokunbo S.; And Others
American Educational Research Journal, v33 n4 p825-43 Win 1996
How Spanish-speaking children spell English words was studied with 38 Spanish-speaking and 34 English-speaking second and third graders. Spanish-speaking students produced more errors that were consistent with the correct application of Spanish phonological and orthographical rules (predicted errors). Implications for bilingual education are discussed. (SLD)
Descriptors: Bilingual Education, Cognitive Processes, Cognitive Psychology, Elementary Education, Elementary School Students, English, Error Patterns, Grade 2, Grade 3, Phonology, Spanish Speaking, Spelling
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Research supported by the Graduate Division of the University of California, Santa Barbara.