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Open Access Knowledge and Scholarship

Date of Award


Culminating Project Type


Degree Name

English: Teaching English as a Second Language: M.A.




College of Liberal Arts

First Advisor

Ettien Koffi

Second Advisor

John Madden

Third Advisor

Elena Kurinski

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Keywords and Subject Headings

Spelling, Orthography, Spanish, Elementary, Spelling Stages, Developmental Spelling



This is a descriptive and qualitative analysis of the most prevalent spelling errors in Spanish L1 Students spelling in the English language. The present study also does have qualitative method mixed in since the amount of spelling tokens and errors in each location and spelling stage has been quantified. This thesis posed the questions (1) how did the errors pattern among participants? (2) How did the errors pattern within the onset, nucleus, and coda? (3) How did errors pattern within the spelling stages? (4) What can teachers do to help? These questions framed pedagogical approaches that are being proposed to help teachers of this population of students. Studies in developmental spelling have outlined that vowels are difficult for students to spell. As children age they are more equipped to deal with spellings of vowels. Similarly, the within word pattern stage was the most difficult. This was followed by the coda and the spelling stage of syllable juncture. Finally, the onset of the word and the phonemic and derivational stages resulted in few errors. Discussion of data is listed by spelling stage and analysis is approached from aspects of historic language change, phonology, morphology and orthography as applicable. Pedagogical strategies consist of direct study of the internal structures of the words. It is recommended that the examination of these words should be done in the context of text study.

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