Error Analyses and the Cognitive or Linguistic Influences on Children's Spelling: Comparisons between First-and Second-Language Learners

Autor/in	Harrison, Gina L.
Titel	Error Analyses and the Cognitive or Linguistic Influences on Children's Spelling: Comparisons between First-and Second-Language Learners
Quelle	In: Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 24 (2021) 3, S.79-97 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1481-868X
Schlagwörter	Error Analysis (Language); Scoring; Spelling; Oral Language; Phonology; Grade 3; Elementary School Students; Alphabets; Psycholinguistics; Native Language; Second Language Learning; Pronunciation; Predictor Variables; Syntax; Vocabulary Development; Written Language; Formative Evaluation; Measures (Individuals); Accuracy; Phoneme Grapheme Correspondence; English; English (Second Language); Phonological Awareness; Short Term Memory; Cognitive Tests; Intelligence Tests; Verbal Ability; Children; Achievement Tests; Digit Span Test; Peabody Picture Vocabulary Test; Wechsler Intelligence Scale for Children; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? Error analysis; Language; Fehleranalyse; Bewertung; Schreibweise; Oral interpretation; Mündlicher Sprachgebrauch; Fonologie; School year 03; 3. Schuljahr; Schuljahr 03; Buchstabenschrift; Psycholinguistik; Zweitsprachenerwerb; Aussprache; Prädiktor; Wortschatzarbeit; Geschriebene Sprache; Messdaten; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Kurzzeitgedächtnis; Kognitiver Fähigkeitstest; Intelligence test; Intelligenztest; Mündliche Leistung; Child; Kind; Kinder; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	A collection of cognitive, linguistic, and spelling measures were administered to third-grade English L1 and L2 learners. To capture formative assessments of children's developing mental graphemic representations (MGRs), spelling errors in isolation were subjected to analysis across three metrics: (1) Phonological constrained; (2) Visual-Orthographic; and (3) Correct Letter Sequences. There were no group differences on the cognitive or spelling accuracy measures, but L1 learners achieved higher scores than L2 on linguistic measures of vocabulary and syntactic knowledge. Analyses across the spelling metrics indicated that both L1 and L2 learners drew more heavily on their knowledge of graphophonemic rules and positional constraints in pronunciation for spelling. However, the contribution of underlying cognitive and linguistic resources to spelling differed as a function of scoring system and language group. Across spelling metrics, linguistic predictors (vocabulary and syntactic knowledge) accounted for more variance in L1 than L2 learners. The results are discussed in relation to conceptualization of spelling as an integral link between oral and written language in literacy development. (As Provided).
Anmerkungen	Canadian Association of Applied Linguistics / Association Canadienne de Linguistique Appliquée. Departement de langues, linguistique et traduction, Pavillon de Koninck, Universite Laval, Quebec, QC G1K 7P4, Canada. Web site: http://www.aclacaal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01