The current study investigated developmental spelling in a group of English as a second language (ESL) and non-ESL children. The purpose was to determine if a measure of developmental spelling differed between a group of ESL and non-ESL kindergarten children, and further, what linguistic and literacy skills were related to developmental spelling for each group.
The results from 37 ESL and 40 non-ESL children revealed that the groups did not differ on a measure of developmental spelling, and that the predictors of developmental spelling included syntactic knowledge (Syntax Construction) and phonological processing (Sound Matching) for both groups, and Letter Identification for the non-ESL group only. The results revealed many similarities between the groups in their English spelling development. Some differences emerged, however, including phonological processing (Non-word Repetition) being related to developmental spelling for the ESL group only, and Letter Identification being related to developmental spelling for the non-ESL group only.
| Identifer | oai:union.ndltd.org:uvic.ca/oai:dspace.library.uvic.ca:1828/2688 |
| Date | 30 April 2010 |
| Creators | Keilty, Megan Brigid |
| Contributors | Harrison, Gina |
| Source Sets | University of Victoria |
| Language | English, English |
| Detected Language | English |
| Type | Thesis |
| Rights | Available to the World Wide Web |
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