The depth of the English orthography makes reading and spelling in English a difficult task; particularly for English language learners (ELLs) whose first language (L1) has a shallow orthography. Mastering spelling in English is a critical component of increasing the English literacy of ELLs. This study investigated the English spelling of 569 Spanish-speaking ELLs in Grades 4 to 6. Participants' writing samples were analyzed for spelling errors. Latent class analysis was utilized to discover hidden categories within the data using eight spelling error categories: (a) Vowel Omission; (b) Vowel Addition; (c) Vowel Substitution; (d) Vowel Sequence; (e) Consonant Omission; (f) Consonant Addition; (g) Consonant Substitution; (h) Consonant Sequence. Consonant- and vowel-based errors were nearly equal in each grade level. Latent class analysis resulted in a two-class model. Students in Class 1 made more types of errors than students in Class 2. As the grade level increased, the percentage of students in Class 2 increased. The results of this study show the effects of English and Spanish orthographies on the spelling of Spanish-speaking ELLs, with spelling errors occurring among both vowels and consonants. As omissions were the most prevalent errors in both classes, spelling instruction aimed at decreasing omissions should be considered for ELLs.

中文翻译：

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讲西班牙语的 ELL 写作样本中的英语拼写表现

英语正字法的深度使英语的阅读和拼写成为一项艰巨的任务；特别是对于第一语言 (L1) 拼字法较浅的英语学习者 (ELL)。掌握英语拼写是提高 ELL 英语素养的重要组成部分。本研究调查了 4 至 6 年级 569 名讲西班牙语的 ELL 的英语拼写。分析了参与者的写作样本中的拼写错误。潜在类分析用于使用八种拼写错误类别发现数据中的隐藏类别：（a）元音省略；(b) 元音加法；(c) 元音替换；(d) 元音序列；(e) 辅音省略；(f) 辅音加法；(g) 辅音替换；(h) 辅音序列。每个年级基于辅音和元音的错误几乎相等。潜在类分析产生了一个二类模型。1 班的学生比 2 班的学生犯了更多类型的错误。随着年级的增加，2 班学生的百分比增加。这项研究的结果显示了英语和西班牙语正字法对讲西班牙语的 ELL 拼写的影响，拼写错误出现在元音和辅音之间。由于遗漏是两个班级中最普遍的错误，因此 ELL 应考虑旨在减少遗漏的拼写指导。拼写错误出现在元音和辅音之间。由于遗漏是两个班级中最普遍的错误，因此 ELL 应考虑旨在减少遗漏的拼写指导。拼写错误出现在元音和辅音之间。由于遗漏是两个班级中最普遍的错误，因此 ELL 应考虑旨在减少遗漏的拼写指导。