Abstract Learning to spell accurately is a fundamental, yet understudied, component of becoming literate across languages, particularly spelling across typologically different languages within the same individual. This study explored L1 and English as a foreign language (EFL) contributors to EFL spelling among fifth grade Hebrew (N = 190) and Arabic (N = 164) speakers. These languages were chosen because of shared typological features. Cognitive (RAN, phonological awareness) and linguistic tasks (reading, spelling, letter name, orthographic, morphological awareness) were administered in L1 and EFL. Correlational patterns were different for each group, as were L1 contributors in the regression models. However, when EFL tasks were added to the models, only EFL reading and orthographic skills contributing to EFL spelling for both language groups. a Performance pattern differences highlight the importance of exploring spelling in multilingual settings, across different language typologies, particularly in light of the fact that many EFL classes are comprised of learners from different L1 backgrounds.

中文翻译：

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L1 和 EFL 的认知和语言技能对母语为阿拉伯语和希伯来语的英语拼写的贡献

摘要 学习准确拼写是跨语言识字的一个基本但未充分研究的组成部分，尤其是同一个人中跨类型不同语言的拼写。本研究在五年级希伯来语 (N = 190) 和阿拉伯语 (N = 164) 母语者中探讨了 L1 和英语作为外语 (EFL) 对 EFL 拼写的贡献。之所以选择这些语言，是因为它们具有共同的类型学特征。认知（RAN、语音意识）和语言任务（阅读、拼写、字母名称、正字法、形态意识）在 L1 和 EFL 中进行。每组的相关模式不同，回归模型中的 L1 贡献者也是如此。然而，当 EFL 任务被添加到模型中时，只有 EFL 阅读和拼写技能有助于两个语言组的 EFL 拼写。