A Cognitive Theory of Orthographic Transitioning
Predictable Errors in How Spanish-Speaking Children Spell English Words
Bibliographic Data
| ID | 8223314 |
|---|---|
| Authors | Olatokunbo S Fashola (University of California, Santa Barbara, corresponding author), Priscilla A Drum (University of California, Santa Barbara), Richard E Mayer (0000-0003-4055-6938, University of California, Santa Barbara), Sang-Jin Kang (University of California, Santa Barbara) |
| Year | 1996 |
| Volume | 33 |
| Issue | 4 |
| Pages | 825 |
| Publication date | 1996-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.2307/1163417 |
| OpenAlex | W4250802317 |
| Language | EN |
| Citations received | 16 |
| References cited | 6 |
Schools in the United States serve a large and increasing number of Spanish-speaking students who are making the transition to English language literacy. This study examines one aspect of the transition to English literacy, namely, how Spanish-speaking students spell English words. Samples of 38 students who speak Spanish at home (Spanish-speaking group) and 34 students who speak English at home (English-speaking group) listened to a list of 40 common English words dictated to them by the teacher and wrote down each word one at a time. Spanish-speaking students produced more errors that were consistent with the correct application of Spanish phonological and orthographical rules (i.e., predicted errors) than did English-speaking students, and the groups generally did not differ in their production of other kinds of spelling errors (i.e., nonpredicted errors). Theoretical and practical implications for bilingual education are discussed
Cognition · Linguistics · Literacy · Mathematics education · Neuroscience of multilingualism · Orthography · Pedagogy · Reading (process · Sociology · Spell · Spelling · EFL/ESL Teaching and Learning · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning
English Language Learners in U.S. Schools
The Role of Phonological Decoding in Second Language Word-Meaning Inference
Unconventional Word Segmentation in Emerging Bilingual Students’ Writing
Developmental relations of Spanish and English spelling in emergent bilinguals between grade 1 and grade 3
Spanish‐Speaking Secondary Students Reading and Spelling in English as a Foreign Language
Spanish children spelling in English as a foreign language
Bilingual spelling patterns in middle school
A latent variable investigation of the Phonological Awareness Literacy Screening-Kindergarten assessment
Can yu rid guat ay rot? A Developmental Investigation of Cross-Linguistic Spelling Errors Among Spanish–English Bilingual Students
Alternative Assessment for Transitional Readers
The English Literacy Development of Bilingual Students Within a Transition Whole-Language Curriculum
How country of origin and stimuli language influence visual word recognition in bilingual children
Developmental‐spelling research
Language Maintenance versus Language of Instruction
Brownface Minstrelsy
Cognitive and Linguistic Influences on EFL Real Word and Pseudoword Spelling
| Unique citing works | 16 |
|---|---|
| Citations per year | 0.59 |
| Citation span | 1999 - 2026 (28) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 16 |