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Direct linkKohnen, Saskia; Colenbrander, Danielle; Krajenbrink, Trudy; Nickels, Lyndsey – Australian Journal of Learning Difficulties, 2015
The main aim of this study was to develop standardised tests that assess some of the most important spelling skills for children in primary school: sound-letter mappings (non-lexical spelling) and word spelling accuracy (lexical spelling). We present normative comparison data for children in Grades 1-7 as well as measures of validity and…
Descriptors: Foreign Countries, Standardized Tests, Spelling, Primary Education
Lockiewicz, Marta; Jaskulska, Martyna – Annals of Dyslexia, 2019
The aim of our study was to examine the relationship between NL (Native Language: Polish) phonological processing skills (verbal and phonological short-term memory, phoneme segmentation and blending, rapid automatised naming (RAN)) and the accuracy and fluency of NL and English as a Foreign Language (EFL) word and nonword decoding and word…
Descriptors: Reading Skills, Correlation, Phonological Awareness, Phonemes
Russak, Susie; Kahn-Horwitz, Janina – Journal of Research in Reading, 2015
This study examined English as a foreign language (EFL) spelling development amongst 233 fifth-grade, eighth-grade and 10th-grade Hebrew first-language speakers to examine effects of English orthographic exposure on spelling. Good and poor speller differences were examined regarding the acquisition of novel phonemes (/ae/, /?/ and /?/) and…
Descriptors: English (Second Language), Spelling, Grade 5, Grade 8
Russak, Susie; Fragman, Alon – Reading and Writing: An Interdisciplinary Journal, 2014
It has been suggested that linguistic proximity affects the ease of acquisition between typologically similar languages, due to the fact that the languages have shared phonological and orthographic properties (Koda, 2008). Thus, a native Hebrew speaker learning Arabic as a foreign language (AFL) would be expected to easily develop linguistic…
Descriptors: Semitic Languages, Second Language Learning, Spelling, Adolescents
