English as a foreign language spelling development: A longitudinal study

Janina Kahn‐Horwitz · richard lee sparks · Zahava Goldstein

31 citations0/0 files storedApplied Psycholinguistics

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Reading and Literacy Development EFL/ESL Teaching and Learning Second Language Acquisition and Learning

Abstract

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.

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References

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2018Examining Reading Comprehension Profiles of Grade 5 Monolinguals and English Language Learners Through the Lexical Quality Hypothesis Lens 2019Theory and reported practice in EFL literacy instruction: EFL teachers’ perceptions about classroom practices

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