LDLD: Spanish. Written Language. Spanish Spelling.

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Home› Languages› Spanish› Written Language› Spanish Spelling

Spanish Spelling

Spelling in Spanish is a much easier process of encoding language than English due to its high degree of consistency between letters and sounds. Literate Spanish-speaking students who are writing in English will use what they know from the encoding process in Spanish. See stages of spelling in dual language. According to Dalbor (1997), the spelling of consonants and combination of consonants is the same as the individual phonemes themselves that make up the word.

Implications for Spelling in English

Spelling miscues are not unique to those who are learning English as a second language. Native English speakers with learning differences may demonstrate difficulty with spelling. Native Spanish speakers may demonstrate similar traits when spelling English words, but for a different reason. Depending on the level of English proficiency, they may apply their knowledge of Spanish orthography to English (“fich” for “fish”).

Over time, as children progress in their language acquisition/learning, the influence of Spanish on English disappears. It is important for educators to realize that this is normal and predictable, and it should not be confused with any type of learning disability. Thus, it is essential to analyze the more common American-English spelling miscues and determine which are from a Spanish language background (English Orthography, n.d.).

Graphic representation of stages of spelling development in a student that is literate in Spanish or Portuguese and learning English.

Note: A Spanish or Portuguese speaking student at the conventional spelling stage in Spanish or Portuguese will enter English spelling at the transitional stage.
L1 (Spanish/Port)
L2 (English)
	PRE COMMUNICATIVE STAGE	SEMIPHONETIC STAGE	PHONETIC STAGE	TRANSITIONAL STAGE	CONVENTIONAL STAGE

Stages of Spelling Development-Dual Language

English language development for students that are literate in the Spanish and Portuguese languages.

Spelling Stage	Dual Language Spelling Indicators
Precommunicative Spelling Stage	Writing is not readable by others. There may be random strings of symbols (real or invented). Letters may be in either case and used indiscriminately. There is no indication of letter-sound correspondence.
Semiphonetic Spelling Stage	Spelling is characterized by first attempts at letter-sound correspondence. It may be abbreviated, with only one or two letters (usually consonants) to represent a word, e.g. WK (walk), PO (piano), and S (saw). Children show difficulty with vowels, e.g. FESH (fish). The writing may display spaces between words.
Phonetic Spelling Stage	At this stage, spelling is not standard, but writing is meaningful and can be read by others. All essential sounds may be represented by letters, e.g. STIK (stick), TABL (table) and FLOR (floor). There may be substitutions of incorrect letters with similar (or even the same) pronunciation. Actually, these substitutions often indicate that the speller is using a great deal of common sense. e.g. JRINK (drink) and CHRAN (train). Nasal consonants may be omitted, e.g. STAP (stamp) Past tense may be represented in different ways, e.g. PILD (peeled), LOOKT (looked) and TRADID (traded). Word segmentation and are clearly evident.
Transitional Spelling Stage	Spanish or Portuguese literate students (stage 3 in reading) at the beginning level of English acquisition will most likely enter English spelling at this stage. How well they communicate in American English is dependent on their level of English proficiency. Writing reflects the influence of Portuguese or Spanish on English. Portuguese or Spanish vowels sounds may appear written in words. Portuguese speakers usually substitute short [e] for short [a] e.g. MEN for man and Spanish speakers short [e]I for short [i] Common English letter sequences may be used. e.g. UNITED. Vowel digraphs often appear with Portuguese or Spanish spellings. e.g. Meike or meique (make) Inflectional endings (s, ‘s, ing, ed, est) may not be spelled conventionally. Learned words appear more often.
Standard or Conventional Spelling Stage	Knowledge of English proficiency by literate students of Portuguese or Spanish matches the American orthographic system. Spelling is firm. Most words are spelled correctly. The speller can often recognize a word that doesn’t look right.

Adapted from:

Gentry (1982) An Analysis of Developmental Spelling in GNYS AT WRK.

Spelling Development - Monolingual English

The following table reflects the stage of spelling indicators for speakers of English as a first language.

Spelling Stage	Spelling Indicators
Precommunicative Spelling Stage	Writing is not readable by others. There may be random strings of symbols (real or invented). Letters may be in either case and used indiscriminately. There is no indication of letter-sound correspondence.
Semiphonetic Spelling Stage	Spelling is characterized by first attempts at letter-sound correspondence. It may be abbreviated, with only one or two letters (usually consonants for English speakers) to represent a word, e.g. WK (walk), PO (piano), and S (saw). Native English speaking children have great difficulty with vowels, e.g. FESH (fish). ON the other hand, Portuguese or Spanish do not The writing may display spaces between words.
Phonetic Spelling Stage	All essential sounds may be represented by letters, [e.g. STIK (stick), TABL (table) and FLOR (floor).] Spelling is not standard, but writing is meaningful and can be read and understood by others. There may be substitutions of incorrect letters with similar (or even the same) pronunciation. Actually, these substitutions often indicate that the speller is using a great deal of common sense. e.g. JRINK (drink) and CHRAN (train). Nasal consonants may be omitted in English, e.g. STAP (stamp) Past tense may be represented in different ways, e.g. PILD (peeled), LOOKT (looked) and TRADID (traded). Word segmentation is clearly evident.
Transitional Spelling Stage	Writers may operate within the transitional stage for long period of time and during this stage, visual and morphemic strategies become more important. Vowels appear in every syllable. e.g. ELAFUNT Nasals appear before consonants. e.g. COMBO Common English letter sequences are used. e.g. YOUNITED. Vowel digraphs often appear. e.g. MAIK and MAYK Inflectional endings (s, ‘s, ing, ed, est) are spelled conventionally. Correct letters may be used but in the incorrect sequence. e.g. BECAUSE (because) and PLIAN (plain) Learned (sight) words appear more often.
Standard or Conventional Spelling Stage	At this stage, knowledge of American [English] spelling is firm. Most words are spelled appropriately. The speller can often recognize a word that doesn’t look right. A large reservoir of words is spelled automatically.

Adapted from:

Gentry (1982) An Analysis of Developmental Spelling in GNYS AT WRK.