English Spelling Performance in Writing Samples among Spanish-Speaking ELLs

Autor/inn/en	Lindner, Amanda L.; Wijekumar, Kausalai; Joshi, R. Malatesha
Titel	English Spelling Performance in Writing Samples among Spanish-Speaking ELLs
Quelle	In: Journal of Learning Disabilities, 55 (2022) 2, S.114-122 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219420982995
Schlagwörter	English (Second Language); Second Language Learning; Spelling; Writing Achievement; Writing (Composition); Spanish Speaking; English Language Learners; Elementary School Students; Grade 4; Grade 5; Grade 6; Error Analysis (Language) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schreibweise; Schreibübung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Error analysis; Language; Fehleranalyse
Abstract	The depth of the English orthography makes reading and spelling in English a difficult task; particularly for English language learners (ELLs) whose first language (L1) has a shallow orthography. Mastering spelling in English is a critical component of increasing the English literacy of ELLs. This study investigated the English spelling of 569 Spanish-speaking ELLs in Grades 4 to 6. Participants' writing samples were analyzed for spelling errors. Latent class analysis was utilized to discover hidden categories within the data using eight spelling error categories: (a) Vowel Omission; (b) Vowel Addition; (c) Vowel Substitution; (d) Vowel Sequence; (e) Consonant Omission; (f) Consonant Addition; (g) Consonant Substitution; (h) Consonant Sequence. Consonant- and vowel-based errors were nearly equal in each grade level. Latent class analysis resulted in a two-class model. Students in Class 1 made more types of errors than students in Class 2. As the grade level increased, the percentage of students in Class 2 increased. The results of this study show the effects of English and Spanish orthographies on the spelling of Spanish-speaking ELLs, with spelling errors occurring among both vowels and consonants. As omissions were the most prevalent errors in both classes, spelling instruction aimed at decreasing omissions should be considered for ELLs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01