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Age effect on spelling development in dyslexic Croatian English as a Foreign Language (EFL) learners

Agnieszka Kałdonek‐Crnjaković   ORCID icon orcid.org/0000-0003-4372-567X ; George Mitchell School, London United Kingdom

Puni tekst: engleski, pdf (320 KB) str. 99-129 preuzimanja: 313* citiraj
APA 6th Edition
Kałdonek‐Crnjaković, A. (2015). Age effect on spelling development in dyslexic Croatian English as a Foreign Language (EFL) learners. Govor, 32 (2), 99-129. Preuzeto s https://hrcak.srce.hr/165983
MLA 8th Edition
Kałdonek‐Crnjaković, Agnieszka. "Age effect on spelling development in dyslexic Croatian English as a Foreign Language (EFL) learners." Govor, vol. 32, br. 2, 2015, str. 99-129. https://hrcak.srce.hr/165983. Citirano 21.10.2021.
Chicago 17th Edition
Kałdonek‐Crnjaković, Agnieszka. "Age effect on spelling development in dyslexic Croatian English as a Foreign Language (EFL) learners." Govor 32, br. 2 (2015): 99-129. https://hrcak.srce.hr/165983
Harvard
Kałdonek‐Crnjaković, A. (2015). 'Age effect on spelling development in dyslexic Croatian English as a Foreign Language (EFL) learners', Govor, 32(2), str. 99-129. Preuzeto s: https://hrcak.srce.hr/165983 (Datum pristupa: 21.10.2021.)
Vancouver
Kałdonek‐Crnjaković A. Age effect on spelling development in dyslexic Croatian English as a Foreign Language (EFL) learners. Govor [Internet]. 2015 [pristupljeno 21.10.2021.];32(2):99-129. Dostupno na: https://hrcak.srce.hr/165983
IEEE
A. Kałdonek‐Crnjaković, "Age effect on spelling development in dyslexic Croatian English as a Foreign Language (EFL) learners", Govor, vol.32, br. 2, str. 99-129, 2015. [Online]. Dostupno na: https://hrcak.srce.hr/165983. [Citirano: 21.10.2021.]

Sažetak
This paper considers spelling skills development in English as a Foreign Language (EFL) of two dyslexic Croatian learners of different ages. The data was collected when the participants received instruction based on an explicit approach and after this period, when no such instruction was provided. To discuss the differences between the participants, the misspelling data has been presented qualitatively to track developmental trajectories. Also, the quantitative approach was used to examine the need for overlearning and the effect of the instruction on long-term retrieval. The findings suggest that spelling development in Croatian dyslexic EFL learners is progressive, and cannot be considered stage-like but rather as a dynamic process, in which individual differences may play a significant role.

Ključne riječi
English as a Foreign Language; developmental dyslexia; spelling development; individual differences; explicit spelling instruction

Hrčak ID: 165983

URI
https://hrcak.srce.hr/165983

Posjeta: 481 *