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ERIC Number: ED546646
Record Type: Non-Journal
Publication Date: 2014-Apr-6
Pages: 12
Abstractor: As Provided
The Effect of Feature Complexity in Spanish Spelling in Grades 1-3
Ford, Karen L.; Invernizzi, Marcia; Huang, Francis L.
Grantee Submission, Paper presented at the Annual Meeting of the American Educational Research Association (AERA) (Philadelphia, PA, Apr 3-7, 2014)
The current study explored a possible continuum of spelling features that children receiving literacy instruction in Spanish might be expected to master in Grades 1-3. We administered a developmental spelling inventory representing nine distinct Spanish spelling features to 864 students in bilingual and dual language schools across the U.S. Findings revealed a distinct hierarchy of Spanish spelling features that move from reliance solely on sound-symbol correspondences (e.g., open syllables, closed syllables, blends, nasals, diphthongs) to word patterns (e.g., inconsistent consonants and rule-based consonants) and finally to meaning units (e.g., affixes and roots).
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: California; Minnesota; Missouri; North Carolina; Pennsylvania; Virginia; Wisconsin
IES Funded: Yes
Grant or Contract Numbers: R305A090015