Literaturnachweis - Detailanzeige
Autor/inn/en | Fashola, Olatokunbo S.; und weitere |
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Titel | A Cognitive Theory of Orthographic Transitioning: Predictable Errors in How Spanish-Speaking Children Spell English Words. |
Quelle | In: American Educational Research Journal, 33 (1996) 4, S.825-43Infoseite zur Zeitschrift |
Beigaben | Tabellen |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0002-8312 |
Schlagwörter | Bilingual Education; Cognitive Processes; Cognitive Psychology; Elementary Education; Elementary School Students; English; Error Patterns; Grade 2; Grade 3; Phonology; Spanish Speaking; Spelling |
Abstract | How Spanish-speaking children spell English words was studied with 38 Spanish-speaking and 34 English-speaking second and third graders. Spanish-speaking students produced more errors that were consistent with the correct application of Spanish phonological and orthographical rules (predicted errors). Implications for bilingual education are discussed. (SLD) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |