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The influence of first language phon...

Sonderman, Theresa L.

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The influence of first language phonology on second language spelling.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The influence of first language phonology on second language spelling./
作者:	Sonderman, Theresa L.
面頁冊數:	67 p.
附註:	Source: Masters Abstracts International, Volume: 42-06, page: 2197.
Contained By:	Masters Abstracts International42-06.
標題:	Health Sciences, Speech Pathology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1420784
ISBN:	0496255320

The influence of first language phonology on second language spelling.
Sonderman, Theresa L.

The influence of first language phonology on second language spelling. - 67 p.

Source: Masters Abstracts International, Volume: 42-06, page: 2197.

Thesis (M.A.)--Truman State University, 2004.

To help make important clinical decisions and recommendations to teachers, speech-language pathologists should understand how limited English proficient (LEP) students learn the rules of English spelling and what influence, if any, first language phonology has on second language spelling. The purpose of this study was to identify influences of Spanish phonology on LEP students' articulation of English words and to determine if these phonological influences are reflected in spelling tasks. The results of the study were used to develop suggestions for spelling intervention with LEP students. A number of variables including the amount of time the student has lived in the United States and the amount of time that English and Spanish are spoken in the student's home were evaluated to determine their influence on performance during articulation and spelling tests.

ISBN: 0496255320Subjects--Topical Terms:

1018105
Health Sciences, Speech Pathology.

The influence of first language phonology on second language spelling.
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245 1 4 $a The influence of first language phonology on second language spelling.
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502 $a Thesis (M.A.)--Truman State University, 2004.
520 $a To help make important clinical decisions and recommendations to teachers, speech-language pathologists should understand how limited English proficient (LEP) students learn the rules of English spelling and what influence, if any, first language phonology has on second language spelling. The purpose of this study was to identify influences of Spanish phonology on LEP students' articulation of English words and to determine if these phonological influences are reflected in spelling tasks. The results of the study were used to develop suggestions for spelling intervention with LEP students. A number of variables including the amount of time the student has lived in the United States and the amount of time that English and Spanish are spoken in the student's home were evaluated to determine their influence on performance during articulation and spelling tests.
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