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ERIC Number: EJ944135
Record Type: Journal
Publication Date: 2010
Pages: 22
Abstractor: As Provided
Reference Count: 53
ISBN: N/A
ISSN: ISSN-1481-868X
At-Risk Readers in French Immersion: Early Identification and Early Intervention
Wise, Nancy; Chen, Xi
Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquee, v13 n2 p128-149 2010
The present study analyses the impact of phonological awareness instruction on the reading achievement of at-risk Grade 1 readers enrolled in an early French immersion program. Twenty-nine children from diverse linguistic backgrounds participated in the study. At-risk readers were identified on the basis of their text reading performance and phonological awareness test scores, and received 20 weeks of phonological awareness training in small groups. The intervention was initially given in English, and switched to French once students had acquired a foundation in the language. Significant gains were found in the phonological awareness skills of the treatment group. Results also indicated that the end-of-year French reading levels of the treatment group were superior to those of the comparison group. These findings suggest that a phonologically-based intervention can effectively address phonological awareness deficits and facilitate French reading acquisition for early immersion students who are considered to be at-risk for later reading difficulties. (Contains 3 tables and 2 figures.)
Canadian Association of Applied Linguistics / Association canadienne de linguistique appliquee. Departement de langues, linguistique et traduction, Pavillon de Koninck, Universite Laval, Quebec, QC G1K 7P4, Canada. Web site: http://www.aclacaal.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A