Using Spelling Error Analyses to Examine Individual Differences in German Students From Diverse Linguistic Backgrounds: A Latent Class Approach.

STRUCTURAL equation modeling; VOWELS; CONFIDENCE intervals; LINGUISTICS; MULTIPLE regression analysis; CULTURAL pluralism; COMPARATIVE studies; HUMAN error; CONSONANTS; DESCRIPTIVE statistics; ORTHOGRAPHY & spelling; SCHOOL children; ODDS ratio; DATA analysis software; HIGH school students

The current study examined German spelling errors among students with German as their first language (L1) and those with German as their second language (L2) in Grades 3–4 (elementary school students; n = 127) and Grades 5–7 (secondary school students; n = 379). Five hundred and six students participated in the study. We performed two separate latent class analyses on elementary and secondary school students. Results indicate that elementary school students can be categorized as good (Class 1), consonant error dominant (Class 2), or poor (Class 3) spellers. However, secondary students can be categorized as addition and sequence error dominant (Class 1), substitution and omission error dominant (Class 2), or poor (Class 3) spellers. The three-step multinomial logistic regression analyses suggested that decoding was associated with the highest chances of being poor spellers in both elementary and secondary schools. Speaking German as L1 or L2 was a significant predictor of heterogeneities in secondary, but not elementary, school students. Polish L1 secondary students had the highest possibility of being poor spellers. The results suggest heterogeneities of student profiles. In addition, special attention should be given to secondary school students with the Polish L1 background in their spelling struggles associated with German orthography. [ABSTRACT FROM AUTHOR]

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