Predictors of spelling and writing skills in first- and second-language learners

Predictors of spelling and writing skills in first- and second-language learners Cognitive and linguistic components related to spelling and writing in English as a second language (ESL) and native-English speaking (EL1) third graders were examined. ESL and EL1 children performed similarly on rapid naming, phonological awareness (PA), verbal short-term and working memory, reading fluency, single-word spelling, text spelling, handwriting fluency, and paragraph writing fluency tasks, and on writing quality indices. ESL children scored lower on vocabulary, syntactic awareness and decoding fluency measures. PA predicted single-word spelling for EL1 and PA and rapid naming predicted single-word spelling for ESL. PA and rapid naming contributed to text level spelling across groups. Rapid naming and syntactic awareness predicted writing quality (content and structure) for ESL children, but syntactic awareness and oral vocabulary predicted writing quality for EL1. Transcription predicted overall writing achievement for ESL, but transcription, vocabulary, and syntactic awareness were all important to overall writing ability for EL1. Results are discussed in relation to the componential model of writing in a first or a second language. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Predictors of spelling and writing skills in first- and second-language learners

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Publisher
Springer Netherlands
Copyright
Copyright © 2015 by Springer Science+Business Media Dordrecht
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-015-9580-1
Publisher site
See Article on Publisher Site

Abstract

Cognitive and linguistic components related to spelling and writing in English as a second language (ESL) and native-English speaking (EL1) third graders were examined. ESL and EL1 children performed similarly on rapid naming, phonological awareness (PA), verbal short-term and working memory, reading fluency, single-word spelling, text spelling, handwriting fluency, and paragraph writing fluency tasks, and on writing quality indices. ESL children scored lower on vocabulary, syntactic awareness and decoding fluency measures. PA predicted single-word spelling for EL1 and PA and rapid naming predicted single-word spelling for ESL. PA and rapid naming contributed to text level spelling across groups. Rapid naming and syntactic awareness predicted writing quality (content and structure) for ESL children, but syntactic awareness and oral vocabulary predicted writing quality for EL1. Transcription predicted overall writing achievement for ESL, but transcription, vocabulary, and syntactic awareness were all important to overall writing ability for EL1. Results are discussed in relation to the componential model of writing in a first or a second language.

Journal

Reading and WritingSpringer Journals

Published: Aug 21, 2015

References

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