title: Automaticity, spelling, and second language learning.
abstract: This study investigated the relationship between a chronometric estimate of automaticity for the spelling of French words (Automaticity) and performance on four tests of French language attainment among a sample of Year 11 students of French as a foreign language. Fifty participants each completed a computerized test of French spelling and attainment tests in four aspects of French language learning: reading comprehension, writing fluency, oral fluency, and aural comprehension. Correlations were significant between Automaticity and performance on all four tests of French language attainment as well as on overall attainment.
authors.affiliation: School of Psychology, Queen's University Belfast, Northern Ireland.
authors.forename: C
authors.initials: C
authors.lastname: Gray
authors.forename: G
authors.initials: G
authors.lastname: Mulhern
authors.forename: P
authors.initials: P
authors.lastname: Neil
mesh_terms: D000124:Achievement; D000293:Adolescent; D005260:Female; D005602:France; D006801:Humans; D007802:Language; D007807:Language Tests / Q000706:statistics & numerical data; D007858:Learning; D008297:Male; D019303:Multilingualism; D011930:Reaction Time; D011932:Reading; D012737:Sex Factors; D013663:Teaching / Q000379:methods*