Review of: St. Maximus the Confessor. Questions to Thalassius / translation, preface, comments by Professor of the Moscow Theological Academy, Doctorof Church history A. I. Sidorov. Moscow: Siberian blagozvonnitsa; Nizhny Novgorod Theological Seminary, 2019. 976 p.ISBN 978-5-00127-125-3; 978-5-904720-25-4

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<h4>Purpose</h4>This study examined the types of spelling errors produced by typically developing bilingual learners (BLs) and monolingual English-speaking students and investigated whether students' vocabulary knowledge predicted the rate of spelling errors.<h4>Method</h4>Writing samples were collected from 100 fifth-grade students (50 Spanish-speaking BLs and 50 monolingual English speakers) during an authentic classroom writing assessment. Spelling errors were coded based on English phonology, orthography, and morphology. A simple linear regression examined the relation between students' vocabulary knowledge, measured by a standardized vocabulary task, and their total number of error codes.<h4>Results</h4>Only the proportion of whole-root morpheme substitution errors differed significantly between groups, with monolingual English-speaking students producing a higher proportion of these errors. Students' vocabulary knowledge significantly predicted their total number of errors, with higher vocabulary knowledge associated with fewer spelling errors.<h4>Conclusions</h4>These findings suggest that while Spanish-speaking BLs and monolingual English-speaking students share many types of spelling errors, monolingual students may produce more whole-root morpheme substitution errors. Additionally, vocabulary knowledge is a significant predictor of spelling accuracy. Understanding these patterns can inform instructional decisions and intervention targets for school-based speech-language pathologists working with BLs and monolingual students.<h4>Supplemental material</h4>https://doi.org/10.23641/asha.33134633.

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