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Henbest, Victoria S.; Apel, Kenn – Language, Speech, and Hearing Services in Schools, 2021
Purpose: As an initial step in determining whether a spelling error analysis might be useful in measuring children's linguistic knowledge, the relation between the frequency of types of scores from a spelling error analysis and children's performance on measures of phonological and orthographic pattern awareness was examined. Method: The spellings…
Descriptors: Elementary School Students, Grade 1, Spelling, Orthographic Symbols
Wofford, Mary Claire; Wood, Carla L. – Communication Disorders Quarterly, 2019
Oral narrative retells are rich sources of information for language development. Investigators collected English-language oral narrative retells during the fall and spring from 65 Spanish-English-speaking dual language learners (DLL) in kindergarten and first grade. Investigators examined transcripts of oral narratives for (a) inclusion and…
Descriptors: Oral Language, Grammar, Verbs, Bilingualism
Overby, Megan S.; Masterson, Julie J.; Preston, Jonathan L. – Journal of Speech, Language, and Hearing Research, 2015
Purpose: This archival investigation examined the relationship between preliteracy speech sound production skill (SSPS) and spelling in Grade 3 using a dataset in which children's receptive vocabulary was generally within normal limits, speech therapy was not provided until Grade 2, and phonological awareness instruction was discouraged at the…
Descriptors: Preschool Children, Archives, Grade 3, Articulation (Speech)
Lindsay Meyer Turner – ProQuest LLC, 2015
Over the years, less attention is given to students' spelling skills compared to other areas of literacy achievement like word reading and passage comprehension in relationship to nonmainstream dialect usage. Considering that English spelling is based on the phonological and morphological structures of Mainstream American English (MAE), it is…
Descriptors: Elementary School Students, Black Dialects, Spelling, Grade 1
Joy, Rhonda – International Electronic Journal of Elementary Education, 2011
The study reported on in this paper investigated the concurrent development of spelling in children learning two languages. The study compared over time and between languages the types of spelling errors made in English as a first language and French as a second. Fortyseven grade one English-speaking children completed an English and French…
Descriptors: Foreign Countries, Immersion Programs, Spelling, Spelling Instruction