This study examined and compared different written corrective feedback techniques used by English as a second language (ESL) teachers in three different educational contexts and levels (primary, secondary, and college) in Quebec, Canada. In particular, it examined whether there were any differences in the types of errors made, the kind and degree…

The study anchors on the Linguistic research tradition of Error Analysis (EA), focused on the grammatical errors, specifically on "verb tenses" manifested in the sentences of Japanese ESL learners. The entire respondent population was drawn from the pool of registered learners in 2017 at the Clark Institute of the Philippines Foundation,…

Curriculum-Based Measures in writing (CBM-W) assesses a variety of fluency-based components of writing. While support exists for the use of CBM measures in the area of writing, there is a need to conduct further validation studies to investigate the utility of these measures within elementary and secondary classrooms. Since only countable indices…

In this study we propose a classification system for spelling errors and determine the most common spelling difficulties of Greek children with and without dyslexia. Spelling skills of 542 children from the general population and 44 children with dyslexia, Grades 3-4 and 7, were assessed with a dictated common word list and age-appropriate…

Experts widely consider decoding and fluency as the basis of reading comprehension, while at the same time consistently documenting problems in these areas as major characteristics of students with learning disabilities. However, scholars have developed most of the relevant research within phonologically deep languages, wherein decoding problems…

This study examined the spelling skills in the written compositions of 20 students who read braille and offers further evidence that the skills of these students are similar to those of sighted students. The assessment of writing samples focused on the number of words spelled correctly and used an error analysis to describe patterns of spelling…

This paper addresses the issue of whether negative sentences containing auxiliary "do" in L1 and L2 English share the same underlying syntactic representation. To this end, I compare the negative sentences produced by 77 bilingual (Spanish/Basque) L2 learners of English with the corresponding data available for L1 acquirers reported on in Schutze…

Theoretical perspectives on spelling characterize development as a progression through qualitatively different phases or as a process of more or less continuous growth. This study investigated the potential utility of a different perspective, the overlapping-wave model, for characterizing spelling development (Rittle-Johnson & Siegler, 1999). In…

Construct validity concerns for the IPT I Oral Grades K-6 Spanish Second Edition (IPT-S) as a measure of native oral language proficiency are examined. The examination included describing a subset of items that contributes most to overall score and native-language proficiency designation. Correlations between this subset of items and the overall…

Dell, Burger, and Svec (1997) proposed that the proportion of speech errors classified as anticipations (e.g., "moot and mouth") can be predicted solely from the overall error rate, such that the greater the error rate, the lower the anticipatory proportion (AP) of errors. We report a study examining whether this effect applies to changes in error…

Purpose: Verb processing in early sequential Spanish-English bilinguals was investigated. Primary study goals were to identify potential patterns of development in relative levels of verb processing efficiency in a 1st (L1) and 2nd (L2) language and to investigate factors influencing cognitive control of the dual-language system in developing…