Spelling Errors of Monolingual English-Speaking Students and Spanish-Speaking Bilingual Learners.

Bibliographic Details
Title:	Spelling Errors of Monolingual English-Speaking Students and Spanish-Speaking Bilingual Learners.
Authors:	Torres-Chavarro M; School of Communication Science and Disorders, Florida State University, Tallahassee., Farquharson K; School of Communication Science and Disorders, Florida State University, Tallahassee., Wood C; School of Communication Science and Disorders, Florida State University, Tallahassee.
Source:	Language, speech, and hearing services in schools [Lang Speech Hear Serv Sch] 2026 Oct 08; Vol. 57 (4), pp. 1322-1337. Date of Electronic Publication: 2026 Aug 12.
Publication Type:	Journal Article
Language:	English
Journal Info:	Publisher: American Speech and Hearing Assn Country of Publication: United States NLM ID: 0323431 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1558-9129 (Electronic) Linking ISSN: 01611461 NLM ISO Abbreviation: Lang Speech Hear Serv Sch Subsets: MEDLINE
Imprint Name(s):	Original Publication: Washington, American Speech and Hearing Assn.
MeSH Terms:	Multilingualism* , Writing* , Hispanic or Latino*, Humans ; Child ; Vocabulary ; Female ; Male ; Phonetics ; Students
Abstract:	Purpose: This study examined the types of spelling errors produced by typically developing bilingual learners (BLs) and monolingual English-speaking students and investigated whether students' vocabulary knowledge predicted the rate of spelling errors. Method: Writing samples were collected from 100 fifth-grade students (50 Spanish-speaking BLs and 50 monolingual English speakers) during an authentic classroom writing assessment. Spelling errors were coded based on English phonology, orthography, and morphology. A simple linear regression examined the relation between students' vocabulary knowledge, measured by a standardized vocabulary task, and their total number of error codes. Results: Only the proportion of whole-root morpheme substitution errors differed significantly between groups, with monolingual English-speaking students producing a higher proportion of these errors. Students' vocabulary knowledge significantly predicted their total number of errors, with higher vocabulary knowledge associated with fewer spelling errors. Conclusions: These findings suggest that while Spanish-speaking BLs and monolingual English-speaking students share many types of spelling errors, monolingual students may produce more whole-root morpheme substitution errors. Additionally, vocabulary knowledge is a significant predictor of spelling accuracy. Understanding these patterns can inform instructional decisions and intervention targets for school-based speech-language pathologists working with BLs and monolingual students. Supplemental Material: https://doi.org/10.23641/asha.33134633.
Entry Date(s):	Date Created: 20260812 Date Completed: 20261008 Latest Revision: 20261009
Update Code:	20261009
DOI:	10.1044/2026_LSHSS-25-00127
PMID:	42584211
Database:	MEDLINE

Description
ISSN:	1558-9129
DOI:	10.1044/2026_LSHSS-25-00127