NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1089591
Record Type: Journal
Publication Date: 2016-Feb
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0922-4777
A School-Based Phonological Awareness Intervention for Struggling Readers in Early French Immersion
Wise, Nancy; D'Angelo, Nadia; Chen, Xi
Reading and Writing: An Interdisciplinary Journal, v29 n2 p183-205 Feb 2016
The current intervention study investigated the sustained effectiveness of phonological awareness training on the reading development of 16 children in French immersion who were identified as at-risk readers based on grade 1 English measures. The intervention program provided children from three cohorts with supplemental reading in small groups on a withdrawal basis. Children in the experimental group (n = 5) received English phonological awareness training in combination with letter-sound correspondence instruction twice per week for 18 consecutive weeks, while those in the control condition (n = 7) engaged in English vocabulary-building activities. Significant gains were made after the training and maintained for 2 years on both French phonological awareness and French word reading skills for the experimental group. Results suggest that a phonologically based intervention in English can effectively address phonological awareness deficits and facilitate reading acquisition for French immersion children who may be at-risk for later reading difficulties.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A