Language-Specific Effects in Response to Spelling Intervention in Italian and in English as an Additional Language

Autor/inn/en	Arfé, Barbara; Zancato, Tamara
Titel	Language-Specific Effects in Response to Spelling Intervention in Italian and in English as an Additional Language
Quelle	In: Journal of Learning Disabilities, 55 (2022) 2, S.99-113 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arfé, Barbara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/00222194211001757
Schlagwörter	Spelling; Intervention; Teaching Methods; Italian; Native Language Instruction; Second Language Instruction; English (Second Language); Foreign Countries; Word Lists; Generalization; Instructional Effectiveness; Elementary School Students; Grade 2; Grade 3; Grade 4; Student Characteristics; Phoneme Grapheme Correspondence; Language Usage; Program Effectiveness; Italy + Suchen Sie Ihr Suchwort? Schreibweise; Teaching method; Lehrmethode; Unterrichtsmethode; Italienisch; Native language education; Muttersprachlicher Unterricht; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Wortliste; Unterrichtserfolg; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Sprachgebrauch; Italien
Abstract	According to a language-integrated view of spelling development, learning to spell involves the same language-learning skills across alphabetic systems. A prediction based on this view is that the same spelling training should be equally effective for learning to spell in a shallow (Italian, native language) or an opaque (English, additional language) orthography. We tested this prediction by teaching 6- to 9-year-old Italian children to use multiletter spelling units to spell words in Italian and English. The children were trained on the spelling of Italian words containing orthographic difficulties that required switching from phoneme-grapheme spelling correspondences to larger grain size (multiletter) spelling units. In a stepped-wedge cluster randomized trial, 108 Italian children (ages 6-9 years) were assigned to the experimental spelling training or a waiting list condition. Their ability to spell the trained (Italian and English) word lists and to generalize the acquired knowledge to new (untrained) words was assessed. Similar learning effects were found in the two languages for the trained word lists. However, generalization of the acquired spelling knowledge to new words occurred only in English. The influence of language-specific factors on learning to spell could account for these findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01