NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ542071
Record Type: CIJE
Publication Date: 1996
Pages: N/A
Abstractor: N/A
Reference Count: 0
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)
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Research supported by the Graduate Division of the University of California, Santa Barbara.