Presidential Scholars Theses (1990 – 2006)
Awards/Availabilty
Open Access Presidential Scholars Thesis
First Advisor
Penny L. Beed
Keywords
Language and languages--Orthography and spelling; Hispanic Americans--Education; Spelling, Psychology of;
Abstract
Developmental differences in the area of spelling between English-speakers and Spanish-speakers, and possible sources for these differences, were investigated. Data was collected in the form of children's writing samples from four classes and interviews with both university professors and classroom teachers. The results indicated that the classroom using the Global Method of instruction had the most advanced spelling development. It was also found that there were certain spelling errors made frequently by all Spanish-speaking developmental spellers. The types of errors were similar to those made by English-speakers. As a whole, Spanish-speaking students were in comparable developmental spelling stages to English-speakers of the same age. The most noted difference in spelling development was that Spanish-speakers left out consonants and wrote vowels sooner, whereas English-speakers left out vowels and wrote consonants sooner. These findings are valuable for teachers and have implications for the education of diverse learners in the classroom.
Date of Award
1999
Department
Department of Curriculum and Instruction
Presidential Scholar Designation
A paper submitted in partial fulfillment of the requirements for the designation Presidential Scholar
Date Original
1999
Object Description
1 PDF file (48 pages)
Date Digital
10-2-2017
Copyright
©1999 - Rebecca A. Helm
Type
document
Language
EN
File Format
application_pdf
Recommended Citation
Helm, Rebecca A., "Emergent literacy in Spanish-speakers: Stages of spelling development" (1999). Presidential Scholars Theses (1990 – 2006). 20.
https://scholarworks.uni.edu/pst/20
