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ERIC Number: EJ1145184
Record Type: Journal
Publication Date: 2017
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0271-8294
Learning to Read in English and French: Emergent Readers in French Immersion
Chung, Sheila Cira; Koh, Poh Wee; Deacon, S. Hélène; Chen, Xi
Topics in Language Disorders, v37 n2 p136-153 Apr-Jun 2017
This longitudinal study investigated the predictors of word reading in English and French for 69 children in early total French immersion from first through third grade. The influence of phonological awareness, orthographic processing, and vocabulary in English and French on the achievement and growth of word reading in the 2 languages were evaluated with growth curve analyses. Findings revealed that predictors in Grade 1 were similar for English and French word reading in Grade 3. Specifically, English phonological awareness and orthographic processing predicted English word reading achievement; English orthographic processing also predicted growth in English word reading. French phonological awareness and orthographic processing in Grade 1 predicted French word reading achievement in Grade 3. Furthermore, at-risk readers identified in Grade 1 (n = 6) generally fell behind their typically developing peers across all measures, although evidence of improvement emerged over time.
Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A