The Relationship Between Spelling and Suffix Knowledge in Middle School Bilingual Students

• In Event: Roundtable Session 40
  In Roundtable Session: What's the Word? Spelling and Vocabulary Development for Emerging Bilingual Children

Abstract

We explored the relationship between suffix knowledge and spelling in 73 Spanish-English bilingual middle school students. A hierarchical generalized linear model (HGLM) allowed us to use a dichotomous outcome variable representing a correct or incorrect response at level one. The final model had grade level, spelling level, and root knowledge as level two predictors. Students with higher spelling levels were significantly more likely to answer suffix items correctly than students at lower spelling levels. The results suggest that students need more explicit instruction in the area of derivational morphological awareness. Increasing students’ morphological awareness is one avenue for improving spelling and expanding vocabulary as it improves students’ abilities to solve unknown words by identifying affixes and roots.

Authors

• Jennifer D. Green, Western Washington University

• Glen Davenport, University of Connecticut