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The Relation between Orthographic Processing and Spelling in Grade 1 French Immersion Children

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  • Source:
    Journal of Research in Reading, v41 n2 p290-311 May 2018. 22 pp.
  • Accession Number:
    http://dx.doi.org/10.1111/1467-9817.12104
  • Language:
    English
  • Publication Type:
    Journal Articles; Reports - Research
  • Additional Information
    • Author(s):
    • Availability:
      Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
    • Peer Reviewed:
      Y
    • ISSN:
      0141-0423
    • Subject Terms:
    • Abstract:
      This study investigates the within- and cross-language relations between orthographic processing and spelling for children learning to read in languages that share the same Roman script: namely, English and French. We examined these relations in a group of 152 children attending grade 1 in a French immersion program. Measures of English and French lexical orthographic processing (e.g., "dream-dreem"; "jaune-jeaune") as well as English and French spelling were administered. Control measures included nonverbal ability, English phonological awareness, as well as rapid automatised naming, vocabulary, and word reading in English and French. We found a within-language relation between orthographic processing and spelling in each of English and French. Cross-language transfer from French orthographic processing to English spelling was also observed; there were no relations in the other direction. Our results suggest that orthographic processing is important for spelling development among bilingual children learning English and French.
    • Abstract:
      As Provided
    • Physical Description:
      22
    • Education Level:
      Grade 1
    • Journal Code:
      SEP2018
    • Publication Date:
      2018
    • Accession Number:
      EJ1175752
  • Citations
    • ABNT:
      CHUNG, S. C.; CHEN, X.; DEACON, S. H. The Relation between Orthographic Processing and Spelling in Grade 1 French Immersion Children. Journal of Research in Reading, [s. l.], v. 41, n. 2, p. 290–311, 2018. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1175752&custid=s8280428. Acesso em: 11 jul. 2020.
    • AMA:
      Chung SC, Chen X, Deacon SH. The Relation between Orthographic Processing and Spelling in Grade 1 French Immersion Children. Journal of Research in Reading. 2018;41(2):290-311. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1175752&custid=s8280428. Accessed July 11, 2020.
    • AMA11:
      Chung SC, Chen X, Deacon SH. The Relation between Orthographic Processing and Spelling in Grade 1 French Immersion Children. Journal of Research in Reading. 2018;41(2):290-311. Accessed July 11, 2020. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1175752&custid=s8280428
    • APA:
      Chung, S. C., Chen, X., & Deacon, S. H. (2018). The Relation between Orthographic Processing and Spelling in Grade 1 French Immersion Children. Journal of Research in Reading, 41(2), 290–311.
    • Chicago/Turabian: Author-Date:
      Chung, Sheila Cira, Xi Chen, and S. Hélène Deacon. 2018. “The Relation between Orthographic Processing and Spelling in Grade 1 French Immersion Children.” Journal of Research in Reading 41 (2): 290–311. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1175752&custid=s8280428.
    • Harvard:
      Chung, S. C., Chen, X. and Deacon, S. H. (2018) ‘The Relation between Orthographic Processing and Spelling in Grade 1 French Immersion Children’, Journal of Research in Reading, 41(2), pp. 290–311. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1175752&custid=s8280428 (Accessed: 11 July 2020).
    • Harvard: Australian:
      Chung, SC, Chen, X & Deacon, SH 2018, ‘The Relation between Orthographic Processing and Spelling in Grade 1 French Immersion Children’, Journal of Research in Reading, vol. 41, no. 2, pp. 290–311, viewed 11 July 2020, .
    • MLA:
      Chung, Sheila Cira, et al. “The Relation between Orthographic Processing and Spelling in Grade 1 French Immersion Children.” Journal of Research in Reading, vol. 41, no. 2, May 2018, pp. 290–311. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1175752&custid=s8280428.
    • Chicago/Turabian: Humanities:
      Chung, Sheila Cira, Xi Chen, and S. Hélène Deacon. “The Relation between Orthographic Processing and Spelling in Grade 1 French Immersion Children.” Journal of Research in Reading 41, no. 2 (May 1, 2018): 290–311. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1175752&custid=s8280428.
    • Vancouver/ICMJE:
      Chung SC, Chen X, Deacon SH. The Relation between Orthographic Processing and Spelling in Grade 1 French Immersion Children. Journal of Research in Reading [Internet]. 2018 May 1 [cited 2020 Jul 11];41(2):290–311. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1175752&custid=s8280428