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Margarita Gómez & Mark A. Lewis. (2022) Identifying the assets of emergent bilingual middle school students’ writing: opportunities to validate students’ linguistic repertoires and identities. International Journal of Bilingual Education and Bilingualism 25:10, pages 3791-3803.
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Alexandra Affranti, Valentina Tobia, Stephanie Bellocchi & Paola Bonifacci. (2022) Spelling and writing skills in minority-language bilingual children exposed to a transparent orthography: multilevel profiles and concurrent predictors. International Journal of Bilingual Education and Bilingualism 0:0, pages 1-18.
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Dianna Townsend, Ana Taboada Barber, Hannah Carter & Rachel Salas. (2020) More Than Words: Older Adolescents’ Linguistic Resources in the Context of Disciplinary Achievement and Academic Risk. Reading Psychology 41:8, pages 778-802.
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Constanze Weth & Rachel Wollschläger. (2019) Spelling patterns of German 4th graders in French vowels: insights into spelling solutions within and across two alphabetic writing systems. Writing Systems Research 11:2, pages 124-141.
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Tessa Daffern. (2017) Linguistic skills involved in learning to spell: An Australian study. Language and Education 31:4, pages 307-329.
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Articles from other publishers (23)
Carmen Hevia-Tuero, Susie Russak & Paz Suárez-Coalla. (2022) Spelling errors by Spanish children when writing in English as a foreign language. Reading and Writing 36:7, pages 1797-1820.
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Ramona T. Pittman, Heesun Chang, Amanda Lindner, Emily Binks-Cantrell & Malt Joshi. (2023) What do classroom teachers of varying backgrounds know about English spelling?. Annals of Dyslexia.
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Alissa Patricia Wolters & Young-suk Grace Kim. (2023) Crosslinguistic influence on spelling in written compositions: Evidence from English-Spanish dual language learners in primary grades. Reading and Writing.
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Ramona T. Pittman, Amanda L. Lindner, Shuai Zhang, Emily Binks-Cantrell & R. Malatesha Joshi. (2022) What do teacher educators know about English spelling?. Reading and Writing 35:9, pages 2049-2074.
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Nelly Joye, Lucie Broc, Chloë Ruth Marshall & Julie Elizabeth Dockrell. (2022) Spelling Errors in French Elementary School Students: A Linguistic Analysis. Journal of Speech, Language, and Hearing Research 65:9, pages 3456-3470.
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Amàlia Llombart-Huesca. (2022) Default Grapheme and Language Transfer in the Spelling of /s/ in Spanish Heritage Language Learners. Heritage Language Journal 19:1, pages 1-27.
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Hans-Georg Müller & Christoph Schroeder. (2022) On the influence of the first language on orthographic competences in German as a second language: a comparative analysis. Applied Linguistics Review 0:0.
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Susie Russak. (2022) How can a fine-grained analysis of spelling errors inform our understanding of the development of spelling in
EFL?. Written Language & Literacy Written Language and Literacy 25:1, pages 67-98.
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Naymé Salas. (2022) Concurrent predictors of spelling accuracy in secondary education in a semi-consistent orthography. Written Language & Literacy Written Language and Literacy 25:1, pages 40-66.
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Susie Russak & Elena Zaretsky. (2022) Investigating spelling across typologically diverse orthographies. Written Language & Literacy Written Language and Literacy 25:1, pages 1-10.
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Sylvia Linan-Thompson & McKenzie Meline. 2022. Bilingual Special Education for the 21st Century. Bilingual Special Education for the 21st Century
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Amanda L. Lindner, Kausalai Wijekumar & R. Malatesha Joshi. (2020) English Spelling Performance in Writing Samples Among Spanish-Speaking ELLs. Journal of Learning Disabilities 55:2, pages 114-122.
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Lucie Broc, Nelly Joye, Julie E. Dockrell & Thierry Olive. (2021) Capturing the Nature of the Spelling Errors in Developmental Language Disorder: A Scoping Review. Language, Speech, and Hearing Services in Schools 52:4, pages 1127-1140.
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Barbara Arfé & Robin L. Danzak. (2020) The influence of first language spelling and response inhibition skills on English-as-an-additional-language spelling. Cognitive Development 56, pages 100952.
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Elena Zaretsky. (2020) English spelling acquisition by English Language Learners from Spanish-speaking background: The role of cognitive and linguistic resources and L1 reading status. Cognitive Development 55, pages 100918.
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Naymé Salas. (2020) Non-phonological Strategies in Spelling Development. Frontiers in Psychology 11.
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Beth A. O’Brien, Malikka Begum Habib Mohamed, Nur Artika Arshad & Nicole Cybil Lim. (2020) The Impact of Different Writing Systems on Children’s Spelling Error Profiles: Alphabetic, Akshara, and Hanzi Cases. Frontiers in Psychology 11.
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Tessa Daffern & Sarah Critten. (2019) Student and teacher perspectives on spelling. The Australian Journal of Language and Literacy 42:1, pages 40-57.
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Irina Usanova. 2019. Biscriptuality. Biscriptuality.
Sylvia Linan‐Thompson, Enrique David Degollado & Mitchell Dean Ingram. (2017) Spelling It Out, One por Uno: Patterns of Emergent Bilinguals in a Dual Language Classroom. TESOL Journal 9:2, pages 330-347.
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Maneka Deanna Brooks. (2017)
“She Doesn’t Have the Basic Understanding of
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Language”: Using Spelling Research to Challenge Deficit Conceptualizations of Adolescent Bilinguals
. Journal of Literacy Research 49:3, pages 342-370.
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Brahm Fleisch, Kamala Pather & Geeta Motilal. (2017) The patterns and prevalence of monosyllabic three-letter-word spelling errors made by South African English First Additional Language learners. South African Journal of Childhood Education 7:1, pages 10.
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Tessa Daffern, Noella Maree Mackenzie & Brian Hemmings. (2017) Testing spelling: How does a dictation method measure up to a proofreading and editing format?. The Australian Journal of Language and Literacy 40:1, pages 28-45.
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