@conference{20.500.12766/317,
year = {2019},
url = {http://hdl.handle.net/20.500.12766/317},
abstract = {This article reports upon findings drawn from a research project involving undergraduate student teachers from Villanueva University Centre and a group of third-year primary school students, 
undertaken from March to December 2017. Learning to write in English is an emerging skill at this 
age, one which is influenced by various factors: the child’s reading and writing skills in their mother 
tongue and their oral competence in the English language. As a result, a strictly phonetic Spanish 
orthography conflicts with the irregularity and complexity of English spelling.
The aims of the project were to enhance the writing skills in English of third-year primary school 
students, analyse their most common spelling mistakes, and delve into their origins. With this in 
mind, a taxonomy of mistakes was elaborated, divided into the five most common errors: letter 
omission, letter addition, phonetic spelling, L1 interferences and miscellaneous. This taxonomy was 
applied to 135 children’s writings on a sentence level. The results may have promising pedagogical 
implications. Two more types of errors were discovered: a changed grapheme order and a mistake 
in compound word separation. We concluded that an incorrect phonetic spelling was the most 
frequent cause for these types of errors, followed by L1 interferences. Finally, a list of most 
frequently misspelt words was elaborated.},
publisher = { IATED Academy},
title = {Spelling Performance by Spanish Primary Students Using English as a Second Language: Analysis of the Most Common Mistakes},
keywords = {Writing},
keywords = {Spelling mistake},
keywords = {Mistakes Taxonomy},
keywords = {Etymology},
keywords = {Phonetics},
keywords = {Grapheme phoneme correspondence},
author = {Antropova, Svetlana},
}