ERIC Number: EJ720222
Record Type: Journal
Publication Date: 2004-Sep
"Early Identification of At-Risk L2 Readers"
MacCoubrey, Sharon J.; Wade-Woolley, L.; Klinger, D.; Kirby, J.R.
Canadian Modern Language Review, v61 n1 p11-28 Sep 2004
The present study examined which measures best identify English-speaking French immersion (FI) students at risk of future reading difficulties in French and English. Using reading scores taken in both languages at the end of Grade 1 and beginning of Grade 2, typical and poor reader groups were identified. Measures taken at the beginning of Grade 1 in tasks evaluating phonological abilities in English were used to determine group membership. Predictive discriminant analysis showed that performance on phoneme blending and sound isolation tasks identified poor and typical readers in English, while phoneme blending, sound isolation, and Rapid Naming identified poor and typical readers in French. These results can be used to identify new cases for the purpose of early reading interventions.
Descriptors: Immersion Programs, Second Language Learning, High Risk Students, Grade 1, Grade 2, Early Reading, Phonemes, Identification, Reading Difficulties, Reading Skills, French, Discriminant Analysis
University of Toronto Press, 5201 Dufferin Street, North York, Ontario M3H 5T8 Canada. Tel: 416-667-7838; Fax: 416-667-7881.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 1; Grade 2
Authoring Institution: N/A