Scholarlink

<p>This study aimed to enhance our understanding of Spanish-English emergent bilingual children's spelling development by examining the relation between their spelling skills in both languages over time. We also investigated two different scoring methods for spelling and how the language of instruction influenced these relations. The study included 209 Spanish-English bilingual children in the U.S. assessed in Grades 1 and 3. Results showed that children's spelling performance in Spanish and English significantly differed depending on their instructional programs. Using correctness scores, Spanish spelling positively predicted later English spelling, whereas English spelling showed an initial negative relation to future Spanish spelling. This negative relation was not observed when text distance scores were used or when instructional program was explicitly modeled, suggesting the initial negative finding likely reflected measurement limitations in correctness scoring and instructional context rather than negative transfer. Multi-group analyses revealed that most developmental relations did not differ by instructional program. However, Spanish spelling in Grade 1 predicted English spelling in Grade 3 only for children in dual immersion programs when text distance scores were used, highlighting the role of instructional input in cross-linguistic transfer. These findings emphasize the potential benefits of using nonbinary scoring methods for bilingual populations and underscore the importance of considering instructional context when examining bilingual spelling development.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Developmental relations of Spanish and English spelling in emergent bilinguals between grade 1 and grade 3: exploring scoring methods and instructional contexts

  • 期刊论文

  • 发表日期：

    2026年4月7日

查看全文
  • Youngsun Moon,
  • Young-Suk Grace Kim

摘要

This study aimed to enhance our understanding of Spanish-English emergent bilingual children's spelling development by examining the relation between their spelling skills in both languages over time. We also investigated two different scoring methods for spelling and how the language of instruction influenced these relations. The study included 209 Spanish-English bilingual children in the U.S. assessed in Grades 1 and 3. Results showed that children's spelling performance in Spanish and English significantly differed depending on their instructional programs. Using correctness scores, Spanish spelling positively predicted later English spelling, whereas English spelling showed an initial negative relation to future Spanish spelling. This negative relation was not observed when text distance scores were used or when instructional program was explicitly modeled, suggesting the initial negative finding likely reflected measurement limitations in correctness scoring and instructional context rather than negative transfer. Multi-group analyses revealed that most developmental relations did not differ by instructional program. However, Spanish spelling in Grade 1 predicted English spelling in Grade 3 only for children in dual immersion programs when text distance scores were used, highlighting the role of instructional input in cross-linguistic transfer. These findings emphasize the potential benefits of using nonbinary scoring methods for bilingual populations and underscore the importance of considering instructional context when examining bilingual spelling development.