First graders listened to the pronunciation of single syllable nonsense words and were asked to spell the words. Results showed that, for nonsense words of the form consonant-vowel-consonant-consonant, in which the consonant following the vowel was a nasal or a liquid, children often omitted the second consonant in their spelling. (BC)

A study examined the phoneme-grapheme correspondence in native English-speaking kindergartners' spelling and compared it to the results of similar research with Spanish-speaking children. It tested the hypothesis that English-speaking children make their first grapheme-sound correspondences differently because of phonological differences in the…

A descriptive study examined: the relative influence of native language (L1) literacy skills and second language (L2) oral proficiency on students' ability to read and spell in the second language. A second dimension of the study examined students' second language misspellings in order to identify examples of positive and negative transfer of L1…