Spanish children spelling in English as a foreign language: Central and peripheral processes

Background. Spelling acquisition requires the assimilation of the regularities of the writing system, but these regularities may differ between the native and a foreign language. English spelling acquisition is a challenge for Spanish-speaking children due to differences in the orthographic systems....

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Detalles Bibliográficos
Autores: Suárez-Coalla, Paz, Hevia-Tuero, Carmen, Martínez-García, Cristina, Afonso, Olivia
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2024
País:España
Institución:Universitat Oberta de Catalunya (UOC)
Repositorio:O2, repositorio institucional de la UOC
OAI Identifier:oai:openaccess.uoc.edu:10609/152237
Acceso en línea:http://hdl.handle.net/10609/152237
https://doi.org/10.1111/1467-9817.12456
Access Level:acceso abierto
Palabra clave:spelling
foreign language
central and peripheral processes
spanish-speaking children
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spelling Spanish children spelling in English as a foreign language: Central and peripheral processesSuárez-Coalla, PazHevia-Tuero, CarmenMartínez-García, CristinaAfonso, Oliviaspellingforeign languagecentral and peripheral processesspanish-speaking childrenBackground. Spelling acquisition requires the assimilation of the regularities of the writing system, but these regularities may differ between the native and a foreign language. English spelling acquisition is a challenge for Spanish-speaking children due to differences in the orthographic systems. The aim of this study was to examine to what extent Spanish-speaking children use sub-lexical and lexical information when spelling in English as a foreign language (EFL), and whether this varies across grades. Methods. To achieve this, we administered a spelling-to-dictation task of monosyllabic words to children 9 to 11 years old. Spelling accuracy, written latencies, and writing durations were analysed as a function of phonology-to-orthography consistency, lexical frequency, word length, and the semantic knowledge that the children have of the words. Results. Results showed differences between grades, with word length only influencing younger children. Lexical frequency, consistency, and semantic knowledge facilitated performance in older children. The cumulative exposure to English may lead to an improvement in spelling due to vocabulary growth and increased sensitivity to new spelling patterns and regularities. Such development occurs despite differences between the orthographies of the native and foreign language and even in the absence of explicit instruction in EFL spelling. Conclusions. Semantic information about words helps spelling retrieval during writing in EFL. Spanish-speaking children develop sensitivity to English orthography and spelling patterns, evident in the older group of children.John Wiley & Sons, Inc.202520252024info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/10609/152237https://doi.org/10.1111/1467-9817.12456reponame:O2, repositorio institucional de la UOCinstname:Universitat Oberta de Catalunya (UOC)InglésJournal of Research in Reading, 2024, 47(4)https://onlinelibrary.wiley.com/doi/full/10.1111%2F1467-9817.12456info:eu-repo/grantAgreement/FPU18/03368/info:eu-repo/grantAgreement/PID2019-106868GB-I00//CC BY-NC-NDhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/info:eu-repo/semantics/openAccessoai:openaccess.uoc.edu:10609/1522372026-05-28T12:42:01Z
dc.title.none.fl_str_mv Spanish children spelling in English as a foreign language: Central and peripheral processes
title Spanish children spelling in English as a foreign language: Central and peripheral processes
spellingShingle Spanish children spelling in English as a foreign language: Central and peripheral processes
Suárez-Coalla, Paz
spelling
foreign language
central and peripheral processes
spanish-speaking children
title_short Spanish children spelling in English as a foreign language: Central and peripheral processes
title_full Spanish children spelling in English as a foreign language: Central and peripheral processes
title_fullStr Spanish children spelling in English as a foreign language: Central and peripheral processes
title_full_unstemmed Spanish children spelling in English as a foreign language: Central and peripheral processes
title_sort Spanish children spelling in English as a foreign language: Central and peripheral processes
dc.creator.none.fl_str_mv Suárez-Coalla, Paz
Hevia-Tuero, Carmen
Martínez-García, Cristina
Afonso, Olivia
author Suárez-Coalla, Paz
author_facet Suárez-Coalla, Paz
Hevia-Tuero, Carmen
Martínez-García, Cristina
Afonso, Olivia
author_role author
author2 Hevia-Tuero, Carmen
Martínez-García, Cristina
Afonso, Olivia
author2_role author
author
author
dc.subject.none.fl_str_mv spelling
foreign language
central and peripheral processes
spanish-speaking children
topic spelling
foreign language
central and peripheral processes
spanish-speaking children
description Background. Spelling acquisition requires the assimilation of the regularities of the writing system, but these regularities may differ between the native and a foreign language. English spelling acquisition is a challenge for Spanish-speaking children due to differences in the orthographic systems. The aim of this study was to examine to what extent Spanish-speaking children use sub-lexical and lexical information when spelling in English as a foreign language (EFL), and whether this varies across grades. Methods. To achieve this, we administered a spelling-to-dictation task of monosyllabic words to children 9 to 11 years old. Spelling accuracy, written latencies, and writing durations were analysed as a function of phonology-to-orthography consistency, lexical frequency, word length, and the semantic knowledge that the children have of the words. Results. Results showed differences between grades, with word length only influencing younger children. Lexical frequency, consistency, and semantic knowledge facilitated performance in older children. The cumulative exposure to English may lead to an improvement in spelling due to vocabulary growth and increased sensitivity to new spelling patterns and regularities. Such development occurs despite differences between the orthographies of the native and foreign language and even in the absence of explicit instruction in EFL spelling. Conclusions. Semantic information about words helps spelling retrieval during writing in EFL. Spanish-speaking children develop sensitivity to English orthography and spelling patterns, evident in the older group of children.
publishDate 2024
dc.date.none.fl_str_mv 2024
2025
2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10609/152237
https://doi.org/10.1111/1467-9817.12456
url http://hdl.handle.net/10609/152237
https://doi.org/10.1111/1467-9817.12456
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Journal of Research in Reading, 2024, 47(4)
https://onlinelibrary.wiley.com/doi/full/10.1111%2F1467-9817.12456
info:eu-repo/grantAgreement/FPU18/03368/
info:eu-repo/grantAgreement/PID2019-106868GB-I00//
dc.rights.none.fl_str_mv CC BY-NC-ND
http://creativecommons.org/licenses/by-nc-nd/3.0/es/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv CC BY-NC-ND
http://creativecommons.org/licenses/by-nc-nd/3.0/es/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv John Wiley & Sons, Inc.
publisher.none.fl_str_mv John Wiley & Sons, Inc.
dc.source.none.fl_str_mv reponame:O2, repositorio institucional de la UOC
instname:Universitat Oberta de Catalunya (UOC)
instname_str Universitat Oberta de Catalunya (UOC)
reponame_str O2, repositorio institucional de la UOC
collection O2, repositorio institucional de la UOC
repository.name.fl_str_mv
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