ERIC Number: ED208691
Record Type: RIE
Publication Date: 1981
Reference Count: 0
Effects of Kindergarten Experience on Academic Progress in French Immersion Programs.
Review and Evaluation Bulletins, v2 n6 1981
An examination of existing data was conducted to determine the effects of different kindergarten options on subsequent academic achievement in French immersion programs. It was concluded that there was no evidence for any superiority in outcomes for full-day bilingual as compared to half-day French kindergarten. No clear trends emerged in the comparison of full-day bilingual vs. half-day English groups at the grade 1 level, although differences in French skills were apparent between these two groups in grades 2 and 3. These trends are interpreted as tentative evidence that exposure to French in kindergarten influences subsequent performance in French. Analysis of further studies confirmed this interpretation, although several studies indicated the possibility of students who did not experience French kindergarten closing the gap in French skills. Virtually no data were found that considered possible differential effects on half-day vs. full-day kindergartens on students with different background characteristics. (Author/JB)
Descriptors: Academic Achievement, Bilingual Education, Comparative Analysis, Educational Research, French, Immersion Programs, Kindergarten, Predictor Variables, Primary Education, Second Language Learning, Young Children
Ontario Government Bookstore, 880 Bay Street, Toronto, Ontario, Canada M7A 1N8 ($3.00).
Publication Type: Collected Works - Serials; Reports - Research
Education Level: N/A
Authoring Institution: Ontario Dept. of Education, Toronto.