A rich body of literature has evidenced the contribution of orthographic knowledge in relation to phonological skill to word spelling in English-speaking children. Like phonological skill, orthographic knowledge is also regarded as a multi-dimensional construct with the component of word-specific orthographic knowledge and general orthographic knowledge, which have been shown to predict word spelling differentially as children develop their language. However, due to the cross-linguistic variation in writing system, the extent to which L2 orthographic knowledge, a less-studied aspect, in relation to L2 phonological skill, contributes to L2 word spelling for logographic EFL children remains unclear. This study investigates the extent to which L2 orthographic knowledge, including word-specific and general orthographic knowledge, in relation to L2 phonology, is correlated with L2 word spelling, and the extent to which the components of orthographic knowledge, relative to phonology, predict L2 word spelling in Taiwanese EFL children, with lower and higher English proficiency level.
A standardized English Proficiency Test was first administered to 170 fifth graders to select the target 92 participants, divided into the lower and the higher proficiency group, each with 46 students. Then, a background questionnaire, English phonological skill test (including phonological decoding test, and phonological awareness test), English word spelling test, English orthographic knowledge test (including word-specific orthographic knowledge test and general orthographic knowledge test) were administered to both proficiency groups. Pearson correlation and hierarchical regression analyses were conducted to analyze the data.
The major findings of the study were summarized as follows:
(1) For the lower and the higher proficiency EFL children as a whole, L2
phonological skill and word-specific as well as general orthographic knowledge were highly correlated with L2 word spelling.
(2) For the lower proficiency group, only L2 phonological skill was moderately correlated with L2 word spelling. However, for the higher proficiency group, L2 phonological skill and word-specific orthographic knowledge were moderately correlated with L2 word spelling; while general orthographic knowledge was weakly correlated with L2 word spelling.
(3) For the lower and the higher proficiency EFL children as a whole, L2 phonological skill predicted the variance in L2 word spelling, over and above the contribution of L2 proficiency.
(4) For the lower proficiency group, L2 phonological skill predicted the variance in L2 word spelling, after controlling for L2 proficiency. However, for the higher proficiency group, phonological skill and both components of orthographic knowledge predicted the variance in L2 word spelling, over and above the contribution of L2 proficiency.
The findings provided insights into the role of different components of orthographic knowledge in relation to phonology in Taiwanese EFL children’s word spelling development. The results also provided pedagogical implications for EFL teachers to incorporate different components of orthographic knowledge, in addition to phonology, in differentiated instruction for children with heterogeneous L2 proficiency levels.

TABLE OF CONTENTS
Chapter 1 INTRODUCTION 1
1.1 Background and Motivation 1
1.2 Research Purposes and Questions 9
1.3 Significance of the Study 10
1.4 Definition of Terms 11
Chapter 2 LITERATURE REVIEW 13
2.1 The Importance of Word Spelling in Early Literacy 13
2.1.1 The Importance of Word Spelling 13
2.1.2 Development of Word Spelling 15
2.2 The Role of Phonological and Orthographic Knowledge in Word Spelling 18
2.2.1 The Role of Phonological Knowledge and its Components in Word Spelling 18
2.2.2 The Role of Orthographic Knowledge and its Components in Word Spelling 22
2.3 Contribution of Phonological and Orthographic Knowledge to Word Spelling in Previous L1 and L2 Studies 27
2.4 Word Spelling Across Distinct Writing Systems between English and Chinese 33
Chapter 3 METHODOLOGY 39
3.1 Participants 39
3.2 Instruments 40
3.2.1 The Background Questionnaire 40
3.2.2 General English Proficiency Test 41
3.2.3 English Phonological Skill Test 42
3.2.3.1 Phonological Recoding Test 42
3.2.3.2 Phonological Awareness Test 44
3.2.4 English Word Spelling Test. 48
3.2.5 English Orthographic Knowledge Test. 49
3.2.5.1 General Orthographic Knowledge Test 49
3.2.5.2 Word-specific Orthographic Knowledge Test 50
3.3 Scoring System 51
3.3.1 Scoring in English Proficiency Test 51
3.3.2 Scoring in Phonological Skill 51
3.3.2.1 Scoring in Phonological Recoding 51
3.3.2.2 Scoring in Phonological Awareness 51
3.3.3 Scoring in English Word Spelling Test 52
3.3.4 Scoring in English Orthographic Knowledge Test 52
3.4 Data Analysis 53
Chapter 4 RESULTS AND DISCUSSION 57
4.1 Means and Standard Deviations of Measures 57
4.2 Correlation among Phonological Skill, Orthographic Knowledge, and English Word Spelling 61
4.2.1 Correlation among Phonological Skill, Orthographic Knowledge, and English Word Spelling for the Two Proficiency Groups as a Whole 61
4.2.2 Correlation among Phonological Skill, Orthographic Knowledge, and English Word Spelling for the Lower Proficiency Group 63
4.2.3 Correlation among Phonological Skill, Orthographic Knowledge, and English Word Spelling for the Higher Proficiency Group 64
4.3 The Predictive Power of PS, WSOK, and GOK in English Word Spelling 66
4.3.1 The Predictive Power of PS, WSOK, and GOK Controlling for Proficiency in English Word Spelling for the Two Proficiency Groups as a Whole 66
4.3.2 The Predictive Power of PS, WSOK, and GOK Controlling for Proficiency in English Word Spelling for the Lower and Higher Proficiency Group Respectively 69
Chapter 5 CONCLUSIONS 75
5.1 Conclusions 75
5.2 Implication and Suggestions for Future Research 76
REFERENCES 81
APPENDICES 101
Appendix A: The Background Questionnaire 101
Appendix B: English Proficiency Test 102
Appendix C: The Phonological Recoding Test 112
Appendix D: Phonological Awareness Test 113
Appendix E: English Word Spelling Test 114
Appendix F: English Orthographic Knowledge Test 115







LIST OF TABLES

Table 1 Statistical Methods Corresponding to Research
Questions 55
Table 2 Means (and Standard Deviation) for Study Measures 58
Table 3 Correlation among All Variables for the Two Proficiency Groups as a Whole 62
Table 4 Correlation among All Variables for the Lower
Proficiency Group 63
Table 5 Correlation among All Variables for the Higher
Proficiency Group 64
Table 6 Hierarchical regression analyses for word spelling
for the Two Proficiency Groups as a Whole 68
Table 7 Hierarchical Regression Analyses for Word Spelling for the Lower Proficiency Group and the Higher
Proficiency Group Respectively………………………......71

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