{"title":"Spelling morphology in Hebrew: Comparing monolingual and bilingual children","authors":"Tamar Michaly, Anat Prior","doi":"10.1007/s11145-024-10582-z","DOIUrl":null,"url":null,"abstract":"<p>Bilingual children are at risk for gaps in literacy in the societal language compared to monolingual peers. However, most research has focused on reading achievement, and only few studies have investigated spelling abilities, with contradictory findings. Here, we compare Hebrew spelling skill and its predictors in bilingual and monolingual elementary school children, immersed in Hebrew as a societal language. Specifically, we examined the morphological elements in Hebrew spelling. Monolingual children outperformed bilingual children in spelling accuracy, in both 2nd and 4th grade. In addition, phonological awareness and morphological awareness were significant predictors of spelling for both groups, but their relative contribution differed across the groups. Finally, even though bilingual children had lower morphological knowledge than monolingual peers, both groups showed the expected developmental pattern of spelling function letters more accurately than root letters. This pattern in Hebrew spelling acquisition is driven by the morpho-orthographic regularities of the language. These results support previous findings emphasizing the role of morphology in Hebrew spelling acquisition, extending them to bilingual children. We suggest that examining the linguistic backgrounds of children and the unique characteristics of the language and orthography are crucial for reaching a nuanced understanding of bilingual spelling acquisition.</p>","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"12 1","pages":""},"PeriodicalIF":2.0000,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Reading and Writing","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11145-024-10582-z","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Bilingual children are at risk for gaps in literacy in the societal language compared to monolingual peers. However, most research has focused on reading achievement, and only few studies have investigated spelling abilities, with contradictory findings. Here, we compare Hebrew spelling skill and its predictors in bilingual and monolingual elementary school children, immersed in Hebrew as a societal language. Specifically, we examined the morphological elements in Hebrew spelling. Monolingual children outperformed bilingual children in spelling accuracy, in both 2nd and 4th grade. In addition, phonological awareness and morphological awareness were significant predictors of spelling for both groups, but their relative contribution differed across the groups. Finally, even though bilingual children had lower morphological knowledge than monolingual peers, both groups showed the expected developmental pattern of spelling function letters more accurately than root letters. This pattern in Hebrew spelling acquisition is driven by the morpho-orthographic regularities of the language. These results support previous findings emphasizing the role of morphology in Hebrew spelling acquisition, extending them to bilingual children. We suggest that examining the linguistic backgrounds of children and the unique characteristics of the language and orthography are crucial for reaching a nuanced understanding of bilingual spelling acquisition.
期刊介绍：
Reading and writing skills are fundamental to literacy. Consequently, the processes involved in reading and writing and the failure to acquire these skills, as well as the loss of once well-developed reading and writing abilities have been the targets of intense research activity involving professionals from a variety of disciplines, such as neuropsychology, cognitive psychology, psycholinguistics and education. The findings that have emanated from this research are most often written up in a lingua that is specific to the particular discipline involved, and are published in specialized journals. This generally leaves the expert in one area almost totally unaware of what may be taking place in any area other than their own. Reading and Writing cuts through this fog of jargon, breaking down the artificial boundaries between disciplines. The journal focuses on the interaction among various fields, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Coverage in Reading and Writing includes models of reading, writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing. It publishes research articles, critical reviews, theoretical papers, and case studies. Reading and Writing is one of the most highly cited journals in Education, Educational Research, and Educational Psychology.
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