Literaturnachweis - Detailanzeige
Autor/inn/en | Ford, Karen L.; Invernizzi, Marcia; Huang, Francis L. |
---|---|
Titel | The Effect of Feature Complexity in Spanish Spelling in Grades 1-3 |
Quelle | (2014), (12 Seiten)
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Spelling; Spanish; Bilingual Education; Phoneme Grapheme Correspondence; Elementary School Students; California; Minnesota; Missouri; North Carolina; Pennsylvania; Virginia; Wisconsin |
Abstract | 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). (As Provided). |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |