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English as a foreign language spelling development: A longitudinal study

Published online by Cambridge University Press:  05 August 2011

JANINA KAHN-HORWITZ ,
RICHARD L. SPARKS  and
ZAHAVA GOLDSTEIN
JANINA KAHN-HORWITZ*
Affiliation:
Oranim College of Education
RICHARD L. SPARKS
Affiliation:
College of Mount St. Joseph
ZAHAVA GOLDSTEIN
Affiliation:
University of Haifa
*
ADDRESS FOR CORRESPONDENCE Janina Kahn-Horwitz, Oranim College of Education, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Kiryat Tivon 36006, Israel. E-mail: [email protected]
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Abstract

English as a foreign language (EFL) spelling was examined longitudinally three times (4th, 9th, 12th grades) during 9 years of EFL study among Hebrew first language (L1) students. The study examined the impact of L1 literacy variables including phonemic awareness, word attack, and spelling on EFL spelling and the relationship between EFL literacy variables and EFL spelling. Results showed that English spelling measured at earlier points strongly predicted later English spelling. L1 literacy skills measured in fourth grade were more significant than English word recognition in explaining end of ninth grade EFL spelling. Beginning of first year EFL letter knowledge in fourth grade predicted end of first-year EFL spelling. These results show qualitatively different L1 and EFL literacy abilities impacting EFL spelling at 4th, 9th, and 12th grades.

Type
Articles
Information
Applied Psycholinguistics , Volume 33 , Issue 2 , April 2012 , pp. 343 - 363
Copyright
Copyright © Cambridge University Press 2011

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