Spanish children spelling in English as a foreign language: Central and peripheral processes.

Background: Spelling acquisition requires the assimilation of the regularities of the writing system, but these regularities may differ between the native and a foreign language. English spelling acquisition is a challenge for Spanish‐speaking children due to differences in the orthographic systems. The aim of this study was to examine to what extent Spanish‐speaking children use sub‐lexical and lexical information when spelling in English as a foreign language (EFL), and whether this varies across grades. Methods: To achieve this, we administered a spelling‐to‐dictation task of monosyllabic words to children 9 to 11 years old. Spelling accuracy, written latencies, and writing durations were analysed as a function of phonology‐to‐orthography consistency, lexical frequency, word length, and the semantic knowledge that the children have of the words. Results: Results showed differences between grades, with word length only influencing younger children. Lexical frequency, consistency, and semantic knowledge facilitated performance in older children. The cumulative exposure to English may lead to an improvement in spelling due to vocabulary growth and increased sensitivity to new spelling patterns and regularities. Such development occurs despite differences between the orthographies of the native and foreign language and even in the absence of explicit instruction in EFL spelling. Conclusions: Semantic information about words helps spelling retrieval during writing in EFL. Spanish‐speaking children develop sensitivity to English orthography and spelling patterns, evident in the older group of children. Highlights: What is already known about this topic: Different linguistic variables, namely, lexical frequency, orthographic consistency, and word length, have an impact on spelling development.English spelling acquisition is a challenge for Spanish‐speaking children.Central and peripheral processes interact during handwriting. What this paper adds: Having semantic information about words facilitates spelling retrieval during writing in English as a foreign language.Spanish‐speaking children develop sensitivity to English spelling patterns, evident in older children.Nucleus and coda are the most demanding sub‐syllabic elements for Spanish‐speaking children when spelling in English.The effect of central (linguistic) processes on handwriting performance varies with age. Implications for theory, policy, or practice: English teachers should encourage English lexical–semantic development in Spanish‐speaking children from the earliest grades of exposure to English as a foreign language.Receiving instruction in the use of grain size units larger than phoneme–grapheme would be very helpful in learning to spell in a foreign language.Teachers should consider a systematic and explicit approach to teaching English orthographic regularities, by including this objective in their lessons.Interactions between linguistic and motor aspects of writing need to be considered during teaching and assessment of the written products of children writing in English as an additional language. [ABSTRACT FROM AUTHOR]