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Peer reviewedFashola, Olatokunbo S.; And Others – American Educational Research Journal, 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…
Descriptors: Bilingual Education, Cognitive Processes, Cognitive Psychology, Elementary Education
