English as a Foreign Language Spelling: Comparisons between Good and Poor Spellers

Autor/inn/en	Russak, Susie; Kahn-Horwitz, Janina
Titel	English as a Foreign Language Spelling: Comparisons between Good and Poor Spellers
Quelle	In: Journal of Research in Reading, 38 (2015) 3, S.307-330 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/jrir.12009
Schlagwörter	English (Second Language); Spelling; Grade 5; Grade 8; Grade 10; Semitic Languages; Orthographic Symbols; Phonemes; Phonology; Accuracy; Student Improvement; Predictor Variables; Educational Practices; Spelling Instruction; Task Analysis + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Schreibweise; School year 05; 5. Schuljahr; Schuljahr 05; School year 08; 8. Schuljahr; Schuljahr 08; Arabisch; Hebräisch; Fonem; Fonologie; Prädiktor; Bildungspraxis; Orthographieunterricht; Rechtschreibunterricht; Aufgabenanalyse
Abstract	This study examined English as a foreign language (EFL) spelling development amongst 233 fifth-grade, eighth-grade and 10th-grade Hebrew first-language speakers to examine effects of English orthographic exposure on spelling. Good and poor speller differences were examined regarding the acquisition of novel phonemes (/ae/, /?/ and /?/) and orthographic conventions (/ð/, /?/, /a?/ and silent "e"). Hebrew measures included standardised spelling and orthographic and phonological tasks. Experimental English measures included real-word and pseudoword spellings, orthographic tasks and standardised spellings. Results showed significant differences in spelling accuracy between good and poor spellers at all grades. Spelling accuracy for most conventions did not improve after the eighth grade. Spellings of consonantal clusters, initial h and /ð/ differed between good and poor spellers in the fifth grade only. Hebrew spelling was one of the strongest predictors of EFL real-word and pseudoword spellings in both fifth and eighth grades. Implications for teaching practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01