Writing and Spelling Instruction in Bilingual Contexts: A Bibliography

Writing and Spelling Instruction in Bilingual Contexts: A Bibliography

Compiled by Jill Kerper Mora, Ed.D.
San Diego State University

Antropova, S., Carrasco Polaino, R., & Anguita Acero, J. (2023). Synthetic phonics in Spanish bilingual education: Spelling mistakes analysis [Synthetic phonics en la enseñanza bilingüe en España: Análisis de errores ortográficos]. Porta Linguarum, 39(January), 299-314.

Ardila, A., García, K., García, M., Mejía, J., & Vado, G. (2017). Writing and reading knowledge of Spanish/English second-generation bilinguals. Reading and Writing: An Interdisciplinary Journal, 30, 387-400.

Butvilofsky, S., Escamilla, K., & Hopewell, S. (2023). Biliterate writing from the start: The Literacy Squared Approach to aset-based writing instruction. Paul H. Brookes Publishing Company.

Cano Muñoz, S., & Vernon, S. A. (2008). Denominación y uso de los consonantes en el proceso inicial de alfabetización. Lectura y Vida, 29(2), 32-45.

Chen, H., & Myhill, D. (2016). Children talking about writing: Investigating metalinguistic understanding. Linguistics and Education, 35, 100-108.

Collins, J. L., Lee, J., Fox, J., & Madigan, T. P. (2017). Bringing together reading and writing: An experimental study of Writing Intensive Reading Comprehension in low -performing urban elementary schools. Reading Research Quarterly, 52(3), 311-332.

Crosson, A. C., Matsumura, L. C., Correnti, R., & Arlotta-Guerrero, A. (2012). The quality of writing task and students’ use of academic language in Spanish. The Elementary School Journal, 112(3), 469-496.

Díaz Oyarce, C., & Price Herrera, M. F. (2012). ¿Cómo los niños perciben el proceso de la escritura en la etapa inicial? [How do children perceive the process of writing in the initial stage?]. Estudios Pedagógicos, 38(1), 215-233.

Edelsky, C. (1993). Writing in a bilingual program: Había una vez. Ablex Publishing Corporation.

Edelsky, C., & Hudelson, S. (1989). Contextual complexities: Written language policies for bilingual programs. The study of writing: Washington, D.C.: The Office of Educational Research and Improvement.

Elola, I., & Mikulski, A. M. (2016). Similar and/or different writing processes? A study of Spanish Foreign Language and Heritage Language Learners. Hispania, 99(1), 87-102.

Ferreiro, E. (1982). Los procesos constructivos de la apropiación de la escritura [Constructive processes in learning to write]. In E. Ferreiro & M. Goméz Palacio (Eds.), Nuevas perspectivas sobre los procesos de lectura y escritura (pp. 128-154). Siglo Ventiuno Editores.

Ferreiro, E. (1984). The underlying logic of literacy development. In H. Goelman, A. A. Oberg, & F. Smith (Eds.), Awakening to Literacy (pp. 154-173). Heinemann.

Flores, B. (2025). Biliteracy con cariño: Using interactive dialogue journals as a bridge to proficient reading while writing in L1 and L2. California Association for Bilingual Education.

Fontich, X. (2016). L1 Grammar instruction and writing: Metalinguistic activity as a teaching and research focus. Language and Linguistics Compass, 10(5), 238-254.

Ghiso, M. P. (2015). Arguing from experience: Young children´s embodied knowledge and writing as inquiry. Journal of Literacy Research, 47(2), 186-215.

Goodrich, J. M., Farrington, A. L., & Lonigan, C. J. (2016). Relations between early reading and writing skills among Spanish-speaking language minority children. Reading & Writing, 29, 297-319.

Gottardo, A., Chen, X., & Hau, M. R. Y. (2021). Understanding within-and cross-language relations among language, preliteracy skills, and word reading in bilingual learners: Evidence from the Science of Reading. Reading Research Quarterly, 56(S1), S371-S390.

Gottardo, A., Javier, C., Farnia, F., Mak, L., & Geva, E. (2016). Bidirectional cross-linguistic relations of first and second language skills in reading comprehension of Spanish-speaking English learners. In E. Zaretsky & M. Schwartz (Eds.), Cross-linguistic Transfer in Reading in Multilingual Contexts (pp. 65-92). John Benjamins Publishing Company.

Graham, S., Aitken, A., Hebert, M., Camping, A., Santangelo, T., Harris, K. R., Eustice, K., Sweet, J. D., & Ng, C. (2021). Do children with reading difficulties experience writing difficulties? A meta-analysis. Journal of Educational Psychology, 113(8), 1481-1506.

Graham, S., & Hebert, M. (2011). Writing to read: A meta-analysis of the impact of writing and writing instruction on reading. Harvard Educational Review, 81(4), 710-744.

Graham, S., Liu, X., Aitken, A., Ng, C., Bartlett, B., Harris, K. R., & Holzapfel, J. (2018). Effectiveness of literacy programs balancing reading and writing instruction: A meta-analysis. Reading Research Quarterly.

Hanna, P. R., Hanna, S., Hodges, R. E., & Rudolf, E. H. (1966). Phoneme-grapheme correspondences as cues to spelling improvement. Washington, D.C.: Department of Health, Education, and Welfare

Harrison, G. L., Goegan, L. D., Jalbert, R., McManus, K., Sinclair, K., & Spurling, J. (2016). Predictors of spelling and writing skills in first- and second-language learners. Reading & Writing, 29, 69-89.

Haynes, C. W., Smith, S. L., & Laud, L. (2019). Structured literacy approaches to teaching written expression. Perspectives on language and literacy, 45(3), 22-28.

Helman, L. (2004). Building on the sound system of Spanish: Insights from the alphabetic spellings of English language learners. The Reading Teacher, 57(5).

Hugo Rojas, E. S., & Meneses Arévalos, A. C. (2021). Reflexión metalingüística en L1 y escritura: Revisión de investigaciones en contextos escolares [Metalinguistic reflection in L1 and writing. Review of research in school contexts]. Literatura y Lingüística, 44, 315-344. https://doi.org/10.29344/0717621X.44.2339

Hudelson, S. (1982). An introductory examination of children’s invented spelling in Spanish. NABE Journal, 6(2 & 3), 53-67.

Howard, E. R., Arteogoitia, I., Louguit, M., Malabonga, V., & Kenyon, D. M. (2006). The development of the English Development Contrastive Spelling Test: A tool for investigating Spanish influence on English spelling development. TESOL Quarterly, 40(2), 399-420.

Kim, Y.-S. G., Harris, K. R., Goldstone, R., Camping, A., & Graham, S. (2025). The science of teaching reading is incomplete without the science of writing: A randomized control trial of integrated teaching of reading and writing. Scientific Studies of Reading, 29(1), 32-54.

Limón, P. S., & Vernon, S. A. (2018). La representación del acento en escritores principiantes muy jóvenes [The representation of accentuation in very young emergent writers]. Bellatierra Journal of Teaching & Learning Language & Literature, 11(2), 35-53.

Linan-Thompson, S., Degollado, E. D., & Ingram, M. D. (2018). Spelling it out, one por uno: Patterns of emergent bilinguals in a dual language classroom. TESOL Journal, 9(2), 330-347.

Meyer, B. J., Wijekumar, K., & Lei, P. (2018). Comparative signaling generated for expository texts by 4th-8th graders: Variations by text structure strategy instruction, comprehension skill, and signal word. Reading and Writing, 31, 1937-1968.

Moll, L. C. (1999). Writing as communication: Creating strategic learning environments for students. In E. R. Hollins & E. I. Oliver (Eds.), Pathways to success in school: Culturally responsive teaching (pp. 50-67). Routledge.

Mora, J. K. (2001). Learning to spell in two languages: Orthographic transfer in a transitional Spanish/English bilingual program. Raising Scores, Raising Questions: Claremont Reading Conference 65th Yearbook, Claremont, CA.

Myhill, D., Jones, S., & Lines, H. (2018). Supporting less proficient writers through linguistically aware teaching. Language and Education, 37(4), 333-349.

Myhill, D., Jones, S., & Lines, H. (2018). Supporting less proficient writers through linguistically aware teaching. Language and Education, 37(4), 333-349.

Myhill, D., Watson, A., & Newman, R. (2020). Thinking differently about grammar and metalinguistic understanding in writing. Bellaterra Journal of Teaching & Learning Language & Literature, 13(2), e870.

Raynolds, L. B., & Uhry, J. K. (2010). The invented spellings of non-Spanish phonemes by Spanish-English bilingual and English monolingual kindergarteners. Reading & Writing, 23, 495-513.

Raynolds, L. B., Uhry, J. K., & Brunner, J. (2013). Vowel representations in the invented spellings of Spanish-English bilingual kindergartnres. Reading & Writing, 26, 647-664.

Real Academia Española (2010). Ortografía de la lengua española. Madrid, España: Asociación de Academias de la Lengua Española.  Retrieved from http://www.rae.es/recursos/ortografia/ortografia-2010

Sánchez Abchi, V., & Borzone, A. M. (2010). Enseñar a escribir textos: Desde los modelos de escritura a la práctica en el aula [Teaching text writing: From models of writing to practice in the classroom]. Lectura y Vida, 31(1), 40-49.

Shanahan, T. (2016). Relationships between reading and writing. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), The handbook of writing research (Second ed., pp. 194-207). Guilford Press.

Sun-Alperin, M. K. W., Min. (2011). Cross-language transfer of phonological and orthgraphic processing skills from Spanish L1 to English L2. Reading & Writing, 24, 591-614. https://doi.org/10.1007/s11145-009-9221-7

Velasco, P., & García, O. (2014). Translanguaging and the writing of bilingual learners. Bilingual Research Journal, 37(1), 6-23.

Vernon, S., Calderón, G., & Castro, L. (2004). The relationship between phonological awareness and writing in Spanish-speaking kindergartners. Written Language and Literacy, 7(1), 101-118.

Vernon, S. A., & Ferreiro, E. (1999). Writing development: A neglected variable. Harvard Educational Review, 69(4), 395-415.

Zamudio Mesa, C. (2008). Influencia de la escritura alfabética en la segmentación de sonidos vocálicos y consonánticos [The influence of alphabetic writing in the segmentation of vowel and consonant sounds]. Lectura y Vida, 29(1), 10-21.