Keilty, Megan Brigid2010-04-302010-04-3020102010-04-30http://hdl.handle.net/1828/2688The 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.enAvailable to the World Wide WebESLliteracyspellingliteracy developmentspelling developmentchildrenUVic Subject Index::Humanities and Social Sciences::Education::Language and educationThesis