An investigation of developmental spelling in ESL and non-ESL kindergarten children

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dc.contributor.authorKeilty, Megan Brigid
dc.contributor.supervisorHarrison, Gina
dc.date.accessioned2010-04-30T22:25:13Z
dc.date.available2010-04-30T22:25:13Z
dc.date.copyright2010en
dc.date.issued2010-04-30T22:25:13Z
dc.degree.departmentDept. of Educational Psychology and Leadership Studiesen
dc.degree.levelMaster of Arts M.A.en
dc.description.abstractThe current study investigated developmental spelling in a group of English as a second language (ESL) and non-ESL children. The purpose was to determine if a measure of developmental spelling differed between a group of ESL and non-ESL kindergarten children, and further, what linguistic and literacy skills were related to developmental spelling for each group. The results from 37 ESL and 40 non-ESL children revealed that the groups did not differ on a measure of developmental spelling, and that the predictors of developmental spelling included syntactic knowledge (Syntax Construction) and phonological processing (Sound Matching) for both groups, and Letter Identification for the non-ESL group only. The results revealed many similarities between the groups in their English spelling development. Some differences emerged, however, including phonological processing (Non-word Repetition) being related to developmental spelling for the ESL group only, and Letter Identification being related to developmental spelling for the non-ESL group only.en
dc.identifier.urihttp://hdl.handle.net/1828/2688
dc.languageEnglisheng
dc.language.isoenen
dc.rightsAvailable to the World Wide Weben
dc.subjectESLen
dc.subjectliteracyen
dc.subjectspellingen
dc.subjectliteracy developmenten
dc.subjectspelling developmenten
dc.subjectchildrenen
dc.subject.lcshUVic Subject Index::Humanities and Social Sciences::Education::Language and educationen
dc.titleAn investigation of developmental spelling in ESL and non-ESL kindergarten childrenen
dc.typeThesisen

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