Spelling Performance of Chinese Children Using English as Second Language: Lexical and Visual--Orthographic Processes.

Compared lexical and visual--orthographic processing in the spelling performance of 30 cantonese Chinese children who are English-as-a-Second-Language (ESL) learners to that of 33 English as a first language (L1) children. Findings are discussed in terms of in terms of early transfer of L1 literacy skills to second language literacy acquisition and support for a multiroute reading model. (Author/VWL)