The Development of the English Developmental Contrastive Spelling Test: A Tool for Investigating Spanish Influence on English Spelling Development

2006 ◽  
Vol 40 (2) ◽  
pp. 399 ◽  
Author(s):  
Elizabeth R. Howard ◽  
Igone Arteagoitia ◽  
Mohammed Louguit ◽  
Valerie Malabonga ◽  
Dorry M. Kenyon
Keyword(s):  
Spelling Development ◽  
Spelling Test ◽  
English Spelling

scholarly journals Arab ESL Secondary School Students’ Spelling Errors

2017 ◽  
Vol 5 (3) ◽  
pp. 16 ◽  
Author(s):  
Bandar Mohammad Saeed Al-Sobhi ◽  
Sabariah Md Rashid ◽  
Ain Nadzimah Abdullah ◽  
Ramiza Darmi
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Primary Objective ◽  
School Students ◽  
Spelling Errors ◽  
Spelling Test ◽  
Spelling Instruction ◽  
Daunting Task ◽  
English Spelling ◽  
Esl Learners

English spelling has always been described by many language researchers and teachers as a daunting task especially for learners whose first language is not English. Accordingly, Arab ESL learners commit serious errors when they spell out English words. The primary objective of this paper is to determine the types as well as the causes of spelling errors made by Arab ESL secondary school students. In order to collect the data, a fifty-word standardised spelling test was administered to seventy Arab student participants. The students’ types of spelling errors were detected, analysed and then categorised according to Cook’s (1999) classification of errors namely substitution, omission, insertion and transposition. In total, 2,873 spelling errors of various categories were identified. The study findings revealed that errors of substitution constituted the highest percentage of the students’ type of errors. In addition, the study indicated that the main causes of the students’ spelling errors were possibly attributed to the anomalous nature of the English spelling system, the Arab students’ lack of awareness of English spelling rules as well as L1 interference. Despite being conducted in an ESL context, the study was almost consistent with the findings indicated by other studies which were carried out in many Arabic EFL context. The findings suggest that spelling instruction should be emphasised while teaching English and should also be integrated with the skills and subskills of reading, writing, pronunciation and vocabulary in order to develop the students’ spelling accuracy.

English as a foreign language spelling development: A longitudinal study

2011 ◽  
Vol 33 (2) ◽  
pp. 343-363 ◽  
Author(s):  
JANINA KAHN-HORWITZ ◽  
RICHARD L. SPARKS ◽  
ZAHAVA GOLDSTEIN
Keyword(s):  
Foreign Language ◽  
Phonemic Awareness ◽  
Fourth Grade ◽  
English Word ◽  
Literacy Skills ◽  
First Year ◽  
Spelling Development ◽  
Word Attack ◽  
English Spelling ◽  
The Impact

ABSTRACTEnglish as a foreign language (EFL) spelling was examined longitudinally three times (4th, 9th, 12th grades) during 9 years of EFL study among Hebrew first language (L1) students. The study examined the impact of L1 literacy variables including phonemic awareness, word attack, and spelling on EFL spelling and the relationship between EFL literacy variables and EFL spelling. Results showed that English spelling measured at earlier points strongly predicted later English spelling. L1 literacy skills measured in fourth grade were more significant than English word recognition in explaining end of ninth grade EFL spelling. Beginning of first year EFL letter knowledge in fourth grade predicted end of first-year EFL spelling. These results show qualitatively different L1 and EFL literacy abilities impacting EFL spelling at 4th, 9th, and 12th grades.

The Spanish Developmental Contrastive Spelling Test: An Instrument for Investigating Intra-Linguistic and Crosslinguistic Influences on Spanish-Spelling Development

2005 ◽  
Vol 29 (3) ◽  
pp. 541-560 ◽  
Author(s):  
Igone Arteagoitia ◽  
Elizabeth R. Howard ◽  
Mohammed Loguit ◽  
Valerie Malabonga ◽  
Dorry M. Kenyon
Keyword(s):  
Spelling Development ◽  
Spelling Test

scholarly journals English Spelling Knowledge and Word Reading Skills of Arabic and Japanese ESL Learners

2018 ◽  
Vol 6 (3) ◽  
pp. 186
Author(s):  
Xiangying Jiang
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Word Reading ◽  
Literacy Experiences ◽  
Spelling Test ◽  
Esl Reading ◽  
Reading Measures ◽  
English Spelling ◽  
Esl Learners ◽  
L2 Literacy

<p><em>Previous research has demonstrated that L1 orthographic features and literacy experiences may influence some lower-level processing skills in L2 literacy development. The goal of this study is to expand understanding of this influence on the development of ESL word reading and spelling skills among a group of 49 intermediate-level Arabic learners of English as a Second Language (ESL) and a corresponding comparison group of 50 Japanese ESL learners. Data were collected on a spelling test, a reading comprehension test, and a series of word reading tasks which include reading words with a missing vowel, reading words with a missing consonant, reading a regular wordlist, and reading pseudo-words. The results indicated that at the same level of reading comprehension, the Japanese ESL group performed significantly better than the Arabic group on spelling and all the word reading measures except the accuracy and speed in reading words with a missing vowel. The study also found that the Arabic ESL learners were more adversely affected in both accuracy and speed of reading words with a missing consonant compared with reading words with a missing vowel. Furthermore, accuracy in reading words with a missing consonant was found to be the best predictor of reading comprehension for the Arabic group but for the Japanese group, spelling and accuracy in reading words with a missing consonant were both significant predictors of ESL reading comprehension. The findings were discussed in relation to previous research. Pedagogical implications were also addressed.</em></p>

scholarly journals A Dutch and an English spelling test for Dutch-English bilingual university students

2019 ◽  
Author(s):  
Marc Brysbaert ◽  
Heleen Vander Beken
Keyword(s):  
University Students ◽  
Working Memory Capacity ◽  
Vocabulary Size ◽  
Spelling Test ◽  
English Bilingual ◽  
Language Research ◽  
Undergraduate University Students ◽  
Language Exposure ◽  
English Spelling ◽  
Present Text

Individual differences are becoming important in language research. Central variables are vocabulary size, working memory capacity, and language exposure. Another variable of interest is spelling proficiency. The present text discusses the creation and assessment of a Dutch and an English spelling test for bilingual Dutch-English undergraduate university students.

An Examination of Commercial Spelling Programs for Upper Primary Level students

2012 ◽  
Vol 36 (2) ◽  
pp. 172-195 ◽  
Author(s):  
Barbara Mullock
Keyword(s):  
Reading Skills ◽  
Word Study ◽  
Spelling Development ◽  
Study Program ◽  
Complex Sound ◽  
Number Of Children ◽  
Morphological Aspects ◽  
Almost All ◽  
English Spelling ◽  
Limited Coverage

The acquisition of spelling skills in English presents, for a substantial number of children, a significant challenge. Spelling skills do not automatically transfer from reading skills, and while many teachers are aware of the need to develop a separate word study program to assist with spelling development, time and confidence factors often result in their turning to commercial spelling programs for assistance. But to what extent do such programs reflect what contemporary research tells us about how spelling skills are acquired? The current study uses criteria developed from Cramer and Cipielewski (1995) to analyse 9 Australian commercial spelling programs designed for use in primary Years 4 to 6. The programs are examined with special attention to the needs of weaker spellers. The study found that although the majority of the programs contained treatment of basic morphological aspects of spelling, only 2 of the programs presented material designed to develop understanding of the more complex sound–symbol relationships of the English spelling system. Treatment of more complex morphemic principles was weak in almost all programs, and there was only limited coverage of compound words, homonyms, contractions, and words that are easily confused.

Just Words? A Critique of the KS1 Spelling Test

FORUM ◽  
2002 ◽  
Vol 44 (1) ◽  
pp. 24 ◽  
Author(s):  
Annabelle Dixon
Keyword(s):  
Spelling Test

scholarly journals Measuring Dysgraphia: A Graded-Difficulty Spelling Test

1994 ◽  
Vol 7 (3-4) ◽  
pp. 107-116 ◽  
Author(s):  
D. M. Baxter ◽  
E. K. Warrington
Keyword(s):  
Left Hemisphere ◽  
Right Hemisphere ◽  
Language Disorders ◽  
Lower Quartile ◽  
Verbal Skills ◽  
Spelling Test ◽  
Spelling Disorder ◽  
Highly Correlated ◽  
Orthopaedic Injuries

In this paper we describe the construction of a graded-difficulty spelling test for adults consisting of two alternative forms each containing 30 words (GDST, Forms A and B). The spelling test, together with background tests of verbal and non-verbal skills, was administered to 100 control patients with orthopaedic injuries. The two forms of the spelling test were highly correlated (0.92). Spelling was highly correlated with reading (0.75, 0.77) and moderately correlated with vocabulary (0.57) and naming (0.39, 0.40). There was no correlation between spelling skills and non-verbal reasoning. The test was validated in a group of 26 patients with left hemisphere and 20 patients with right hemisphere lesions. Spelling was shown to be lateralized to the left hemisphere and there appeared to be a shift in scores of the left hemisphere group towards the lower quartile, with 65% of the left hemisphere group falling within this band. The most severe spelling impairments were invariably associated with other language disorders but a number of dissociations were documented at spelling levels falling between the 5th and 25th percentile band. Two patients with left hemisphere lesions (8%) were identified as having selective dysgraphias. The lack of overlap between the anatomical sites of the two patients with specific lexical dysgraphia argues against a single site for this type of dysgraphia and argues for further refinement of this classification of spelling disorder.

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