ERIC Number: EJ1171773
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
What Spelling Tells Us about the Orthographic Development and Word Study Instruction with Emergent Bilingual Secondary Students
Kiernan, Darl; Bear, Donald R.
Reading Psychology, v39 n3 p227-252 2018
Educators need ways to assess orthographic knowledge and differentiate word study instruction for secondary, emergent bilingual learners. In this study, the spelling of 199 students in grades 7-12 across eight features and four spelling stages was examined to understand students' orthographic development; all but two were learning Spanish and English. Spelling data were collected three times over a nine-month period. There were significant changes across the time periods that show students progressing across four stages of spelling development, with a large effect size (partial eta squared = 0.498). Data from a standardized assessment of language proficiency were examined to study the relationship between students' orthographic knowledge and their language scores. This study suggests ways to use spelling assessments to plan differentiated vocabulary and word study instruction.
Descriptors: Spelling, Spelling Instruction, Orthographic Symbols, Vocabulary Development, Bilingual Students, Secondary School Students, Bilingual Education, Spanish, English Language Learners, Data Collection, Effect Size, Language Proficiency, Language Tests, Scores, Individualized Instruction, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A