Activity: Talk or presentation › Oral presentation
This study investigates spelling performance of English-only and EAL children with and without spelling difficulties. Knowledge of an additional language might indicate reliance on different spelling processes. It might be expected that phonological ability would be more strongly associated with spelling performance in EAL children due to awareness of a more transparent language than English. It might also be expected that children with spelling difficulties might use different spelling skills in comparison to the two groups with no spelling difficulties.