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ERIC Number: EJ813150
Record Type: Journal
Publication Date: 2008-Oct
Pages: 17
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0361-476X
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
Contemporary Educational Psychology, v33 n4 p932-948 Oct 2008
Vowels in Spanish have direct one-to-one letter-sound correspondences, whereas vowels in English usually have multiple spellings. For native Spanish-speaking children learning to spell in English, this transition from a shallow to a deep orthography could potentially cause difficulties. We examined whether the spelling of English vowel sounds was particularly difficult for native Spanish-speaking children, and whether the errors are consistent with Spanish orthographic rules. Twenty-six native Spanish-speaking and 53 native English-speaking children in grades 2 and 3 were given real-word and pseudoword spelling tasks in English that included words containing four vowels that have different spellings between Spanish and English. Results supported our hypothesis--native Spanish-speaking children committed significantly more vowel spelling errors that were consistent with Spanish orthography. The number of vowel spelling errors "not" consistent with Spanish orthography did not differ between the two language groups. These findings suggest that orthographic properties of the children's native language influence their learning to spell in a second language. Educational implications address how knowledge of this cross language influence can aide teachers in improving spelling instruction. (Contains 4 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A