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).
Authors
- Education Level
- ['Elementary Education', 'Grade 1', 'Grade 2', 'Grade 3']
- Location
- ['California', 'Minnesota', 'Missouri', 'North Carolina', 'Pennsylvania', 'Virginia', 'Wisconsin']
- Peer Reviewed
- T
- Publication Type
- ['Reports - Research', 'Speeches/Meeting Papers']
- Published in
- United States of America
- Sponsor
- Institute of Education Sciences (ED)
Table of Contents
- Keywords 2
- Objective Purpose 3
- Theoretical Framework 3
- Methods 5
- Procedure 5
- Participants 6
- Data Analysis 6
- M SD M SD 6
- Corpus del español 7
- Results and Significance of Study 7
- English learners 9
- Reaching the highest level of English literacy 9
- Research in the Teaching of English 11 9
- Corpus del Español 100 million words 1200s-1900s 9
- Cognitive Development 9
- International Journal of Learning 9
- Learning and Instruction 9
- Reading and Writing 9
- Psykhe 18 9
- Learning to spell Research Theory and Practice 9
- Lectura y vida Revista 10
- Lectura y vida Revista 10
- Developmental and cognitive aspects of learning to spell 10
- Psicothema 10
- Early Childhood Research Quarterly 21 10
- Reading Psychology 10
- Handbook of Reading Research Volume III 10
- Multilevel logistic regression results by maximum level reached Levels 1 2 and 3 11
