Spelling performance of Chinese children using English as a second language: Lexical and visual–orthographic processes

The present study compared lexical and visual–orthographic processing in the spelling performance of 30 Cantonese Chinese children who are English as a second language (ESL) learners to that of 33 native English-speaking (L1) children. Chinese ESL children showed poorer performance in spelling to dictation of pseudowords than L1 children. The difference between real word and pseudoword spelling performances for ESL children was significantly...