The Concurrent and Longitudinal Relationships between Orthographic Processing and Spelling in French Immersion Children
Year: 2014
Type: dissertation
Study design: Observational Study
Abstract: We examined the relationship between orthographic processing and spelling in French immersion children. Study 1 included 148 first graders and they were assessed on orthographic processing and spelling in English and French. In Study 2, we followed 69 second graders for two years. Orthographic processing and spelling in English and French were administered in second and third grade. In Study 3, we analyzed the spelling errors made by the third graders in Study 2. \nIn Study 1, we found a within-language relationship in English and French between orthographic processing and spelling. Cross-language transfer from French orthographic processing to English spelling was also observed. In Study 2, Grade 2 English spelling predicted gains in Grade 3 English and French orthographic processing. Study 3 showed that children made transfer errors when spelling in English and French. Overall, the current research highlights the importance of orthographic processing and spelling in French immersion children.
Source: TSpace (University of Toronto)
Author: Sheila Cira Chung
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2737902997