Fashola and colleagues (1996) examined whether Spanish-speaking second-, third-, fifth-, and sixth-grade students would produce more errors consistent with the correct application of Spanish phonological and orthographic rules than would English- speaking students. For example, the correct application of Spanish orthographic rules to the sounds of English words would result in using the letters “i” for the /ee/ sound, “qu” for the /k/ sound and “j” for the /h/ sound. Findings indicated that Spanish-speaking students produced more than four times as many predicted errors than the English- speaking students, whereas the groups did not differ significantly in their.
