Orthographically Shallow and Orthographically Deep L1 First Language Strategies as Predictors of Eng

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Orthographically Shallow and Orthographically
Deep (L1) First Language Strategies as Predictors
of English (L2) Spelling Abilities

• Neha Bhatt
• William Paterson University

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Why Spelling?

• Impact on Writing
• Academic Success
• Negative Perceptions

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Factors Related to Spelling

• Working memory.
• Morphology/morphological relationships.
• Phonological Processing.
• Orthographic Processing.

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Critical Factors Phonological Orthographic
Processing

• Badian (1998) proposed that both orthographic
  processing and phonological awareness are
  important predictors of spelling ability.

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Phonological Processing

• Phonological processing refers to the
  processes of phonological recoding of written
  words via letter sound correspondence (Wang
  Geva, 2003).

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Phonological Processing

• According to Plaza Cohen (2003), present and
  past research has consistently established that
  phonological processing abilities are closely
  related to the development of reading and
  spelling.

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Orthographic Processing

• Orthographic processing is defined as the visual
  ability to process letters and letter patterns
  into words and word parts according the writing
  system of a given language.

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Orthography

• The orthography of a language is its writing
  system, which is typically standard (Comrie,
  Matthews, Polinsky, 1996).
• Every language uses a particular type of script
  which represents the languages orthography
  (writing system).

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Orthography

• There are several types of scripts Logographic
  and Phonetic.

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Logographic

• A logographic script is made of characters which
  represent words in their entirety rather than as
  their phonetic components, (Comrie, Matthews,
  Polinsky, 1996)

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Logographic

• The character in logographic scripts carries the
  meaning without reference to its spoken form.

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Phonetic

• Phonetic scripts consist of letters (graphemes)
  representing individual consonant and vowel
  sounds.

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Orthographic Depth

• Languages can be classified according to
  orthographic depth, (Cook, 1997 Wang Geva,
  2003).
• There is a continuum.
• Deep
• Shallow

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Classification of Languages

• English
• Spanish
• Chinese

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Hypothesis

• Building on the work of Wang Geva (2003), it
  was hypothesized that first languages (L1) that
  are close to English (i.e.-deep languages) will
  facilitate learning to spell in English when
  English is acquired as a second language (L2)
  whereas first languages that are shallow will not
  facilitate the acquisition of spelling in English
  as L2.

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Rationale

• If L1 is a shallow language, the learners are
  more likely to apply auditory strategies in
  learning to spell words in English as L2.
• Deep languages Visual Strategies.

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Participants

• 32 children
• Shallow group 17 Spanish-speaking ESL students
• Deep group 15 Chinese-speaking ESL students.
• 2nd or 3rd grade with a mean age of 7.78 years
  for the shallow group, and 8.32 years for the
  deep group

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Measures

• Baseline
• Auditory
• Visual

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Baseline Measure

• 16 high-frequency words (e.g.-cats, flying) with
  varying inflectional morphemes.

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Auditory Measure

• Verbally presenting 16 one-syllable, four-letter
  pseudo-words which did not violate English
  phonotactics (e.g.-spiv, nesh, poth, visp).

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Visual Measure

• 12 pseudo words (e.g.-pcth, poth, nfsh, shfn)
  written on three-by-five index cards, with
  capital letters in 72 point font size.

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Procedure

• Counterbalanced
• Timing
• One on one (about 20 mins. Per child)

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Design

• A mixed 2X2 factorial design was used.
• Independent variables
• Between Groups
• Within Groups
• 1 Dependent Variable

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Hypothesis revisited

• What was expected
• Shallow group and Auditory Condition
• Deep group and Visual Condition
  
• Interaction Effect

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Group Mode of Presentation
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Findings

• F (1,30) 4.698 p .038!!!
• The results indicate that the type of first
  language as described in terms of deep vs.
  shallow interacts with mode of presentation when
  spelling words in L2, which is English in this
  study.