A school-based phonological awareness intervention for struggling readers in early French immersion

Wise, Nancy; D’Angelo, Nadia; Chen, Xi

doi:10.1007/s11145-015-9585-9

Cited by 46 publications

(34 citation statements)

References 19 publications

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“…Phonological awareness An orally administered experimental task developed by Wise et al (2016) was used to assess phonological awareness in French. Participants were required to delete specific phonemes or syllables of target words.…”

Section: Word Readingmentioning

confidence: 99%

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Morphology and Spelling in French: A Comparison of At‐Risk Readers and Typically Developing Children

et al. 2017

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We present two studies that examine the role of morphology in French spelling. In Study 1, we examined the concurrent and longitudinal relationships between inflectional awareness and derivational awareness and spelling within a sample of 77 children in a French immersion programme in Canada. Children completed a non-verbal reasoning measure and French measures of phonological awareness, word reading, vocabulary, morphological awareness, and spelling. Results showed that inflectional morphological awareness in Grade 3 was a predictor of spelling in the same grade. Inflectional awareness in Grade 2 predicted Grade 3 spelling, controlling for reading-related skills and spelling at Grade 2. These analyses support the role of inflectional morphological awareness in the development of spelling of children of a range of reading and spelling abilities. In contrast, derivational awareness in Grades 2 and 3 did not predict spelling concurrently in both grades respectively. Study 2 contrasted the morphological errors in the spellings of six children at risk for reading difficulties with those of six chronological age-matched and six reading level-matched children. Analyses showed that at-risk children exhibited more difficulties with spelling roots and suffixes in words as compared with their age-matched peers, although they performed similarly to children matched on reading level. Copyright © 2017 John Wiley & Sons, Ltd.

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Section: Word Readingmentioning

confidence: 99%

“…The 30th percentile was chosen as it is a commonly used cut-off to identify children at risk for reading difficulties (e.g. Denton & Madsen, 2016;Hilsmier, Wehby, & Falk, 2016;Vellutino, Scanlon, Zhang, & Schatschneider, 2008;Wise, D'Angelo, & Chen, 2016).…”

Section: The Present Studiesmentioning

confidence: 99%

Morphology and Spelling in French: A Comparison of At‐Risk Readers and Typically Developing Children

et al. 2017

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“…Before proceeding, it is necessary to make a brief distinction between immersion learning in Canada and the United States. As French is an official language of Canada, students who speak French at home and wish to be educated in French do not attend immersion schools, they attend French language schools, where English is taught as a second language (more closely related to how one might study French as a foreign language here in the U.S.) (Wise, D'Angelo, & Chen, 2016). Students at French language Canadian immersion schools typically have English as their native language (L1); however, in the United States French immersion schools often include a mix of children speaking either French or English at home (or any number of other languages).…”

Section: Literature Reviewmentioning

confidence: 99%

“…This is because students are learning to read and write both their L1 and target languages. Therefore, aiding language immersion students who are falling behind their peers in reading presents a challenge for educators (Wise, D'Angelo, & Chen, 2016).…”

Section: Early Intervention For Struggling Readersmentioning

confidence: 99%

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Creating Successful French Immersion Programs in North America

Modlin¹

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Language immersion education (with various related approaches called bilingual and dual-language education) is a complex topic that includes many different linguistic, educational, social, and political facets. There has been much debate about the best method with which to educate children in a language that is not their mother tongue. While the goal of language immersion education is to immerse a child in the second language, in order for the child to be bilingual there must remain a support system for their first language. Many researchers have sought to determine the best way to achieve these two goals, to gain a second language while also maintaining and enhancing a child's home language. The results of these studies are diverse, but findings from second language acquisition research can help to create conditions for successful language immersion education. While it is by no means exhaustive, as new studies are being published everyday, this synthesis of language immersion research and pedagogical models, drawing primarily on research focusing on K-5 French immersion education in the U.S. and Canada, hopes to provide a clear overview of research-informed approaches for language immersion education in the North American context.

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Early Immersion in Minority Language Contexts: Canada and Finland

Mård-Miettinen¹,

Arnott²,

Vignola³

2020

Springer International Handbooks of Education

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This chapter discusses early immersion in a minority language in two bilingual countries, Canada and Finland. In Canada, immersion in the minority language, French, has been implemented since the mid-1960s and Finland introduced immersion in Swedish in the mid-1980s. As the core features of immersion education evolve in tandem with second language education theorizing (particularly as it relates to the interdependence and hybridity between and within languages), so too does the need to revisit the relevance of these core features across different contexts. In this vein, this chapter compares how changing socio-political realities in the two contexts have influenced program development in relation to three emergent areas: learner diversity, learning exceptionalities, and teacher training. It further highlights critical points of convergence and divergence in program development in the two contexts, showing that Finland and Canada have contributed to the field of early language education with complementary research findings related to a common guiding principle in both contexts -immersion for all. The two contexts, thus, have much to learn from one another in order to reach collective gains. The chapter ends with a call for ethnographic research to decipher how relevant policy statements are put into practice in early years classrooms, as well as continued empirical attention to the evolving reconceptualization of the prototypical immersion learner and teacher. Such consideration will work to optimize the universal access to immersion that is desired in Canada, Finland and other minority language immersion contexts.

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A school-based phonological awareness intervention for struggling readers in early French immersion

Cited by 46 publications

References 19 publications

Morphology and Spelling in French: A Comparison of At‐Risk Readers and Typically Developing Children

Morphology and Spelling in French: A Comparison of At‐Risk Readers and Typically Developing Children

Creating Successful French Immersion Programs in North America

Early Immersion in Minority Language Contexts: Canada and Finland

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