Young Bilingual Children's Spelling Strategies: A Comparative Study of 6- to 7-Year-Old Bilinguals and Monolinguals

Autor/inn/en	Guimaraes, Sofia; Parkins, Eric
Titel	Young Bilingual Children's Spelling Strategies: A Comparative Study of 6- to 7-Year-Old Bilinguals and Monolinguals
Quelle	In: International Journal of Educational Psychology, 8 (2019) 3, S.216-245 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Guimaraes, Sofia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-3591
Schlagwörter	Bilingualism; Spelling; Emergent Literacy; Longitudinal Studies; Nonverbal Ability; Phonological Awareness; Intervention; Predictor Variables; Socioeconomic Status; English (Second Language); Second Language Learning; Portuguese; Alphabets; Error Analysis (Language); Teaching Methods; Second Language Instruction; Phoneme Grapheme Correspondence; Monolingualism; National Curriculum; Foreign Countries; Intelligence Tests; Vocabulary; Freehand Drawing; Cognitive Tests; Personality Measures; Projective Measures; Comparative Analysis; Vocabulary Development; Elementary School Students; United Kingdom (England); Peabody Picture Vocabulary Test; British Ability Scales; Draw a Person Test + Suchen Sie Ihr Suchwort? Bilingualismus; Schreibweise; Frühleseunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; Socio-economic status; Sozioökonomischer Status; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Portugiesischunterricht; Buchstabenschrift; Error analysis; Language; Fehleranalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Ausland; Intelligence test; Intelligenztest; Wortschatz; Drawing; Zeichnen; Kognitiver Fähigkeitstest; Projective test; Projektiver Test; Wortschatzarbeit
Abstract	Developing literacy in two languages can be challenging for young bilingual children. This longitudinal study investigates the effects of bilingualism in the spelling strategies of English-Portuguese speaking children. A total of 88 six- to-seven-year-old bilinguals and monolinguals were followed during one academic year and data gathered on a range of verbal and written language skills and non-verbal measures while controlling for SES. For both bilinguals and monolinguals letter knowledge, phonological awareness and word concept were significant predictors of spelling. However, non-verbal reasoning played an increasing role in explaining spelling variance for bilinguals, suggesting that learning to spell in two alphabetic languages places more demands on non-verbal processing skills. Spelling error analyses further revealed that bilinguals when compared to monolinguals showed more reliance on phonological strategies, less compliance with the L1 orthographic system and at times transference from L2. The results suggest important implications for our understanding of spelling acquisition and the development of effective intervention practices for bilingual children. (As Provided).
Anmerkungen	Hipatia Press. Claramunt, 4, Local 2 08030, Barcelona, Spain. Tel: +34-93-302-1226: e-mail: info@hipatiapress.com; Web site: http://www.hipatiapress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01