Spelling errors by Spanish children when writing in English as a foreign language

Abstract English orthography differs from that of other European languages in terms complexity and regularity. This difference may impact the development accurate spelling English, especially when it is learned as a foreign language school. In this study we wanted to explore patterns Spanish speaking children learning at To do so, analyzed errors free narrative task 136 fourth, fifth sixth grades. We classified following two-level procedure based on Triple Word Form theory (Phonology, Orthography Morphology) POMAS (Phonological, Orthographic, Morphological Assessment Spelling) system. While results showed almost no change accuracy across grades, there was evidence more related compared phonology morphology. points an incomplete knowledge orthography. sheds light learners, illustrates interference native have two orthographies speller are linguistically distant. Considering findings, educational implications improve instruction school offered.