Cognate Awareness in French Immersion Students: Contributions to Grade 2 Reading Comprehension

Autor/inn/en	Hipfner-Boucher, Kathleen; Pasquarella, Adrian; Chen, Xi; Deacon, S. Hélène
Titel	Cognate Awareness in French Immersion Students: Contributions to Grade 2 Reading Comprehension
Quelle	In: Scientific Studies of Reading, 20 (2016) 5, S.389-400 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2016.1213265
Schlagwörter	French; Immersion Programs; Grade 2; Elementary School Students; Correlation; Second Language Learning; Regression (Statistics); Bilingualism; English; Word Recognition; Parent Attitudes; Questionnaires; Vocabulary Skills; Receptive Language; Measures (Individuals); Second Language Instruction; Nonverbal Ability; Foreign Countries; Intelligence Tests; Grade 1; Statistical Analysis; Canada; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Französisch; Immersionsprogramm; School year 02; 2. Schuljahr; Schuljahr 02; Korrelation; Zweitsprachenerwerb; Regression; Regressionsanalyse; Bilingualismus; English language; Englisch; Worterkennung; Elternverhalten; Fragebogen; Aktiver Wortschatz; Rezeptive Kommunikationsfähigkeit; Messdaten; Fremdsprachenunterricht; Ausland; Intelligence test; Intelligenztest; School year 01; 1. Schuljahr; Schuljahr 01; Statistische Analyse; Kanada
Abstract	Cognate awareness is the ability to recognize the cognate relationship between words in two etymologically related languages. The current study examined the development of cognate awareness and its contribution to French (second language) reading comprehension among Canadian French immersion children. Eighty-one students were tested at the end of Grade 1 and again at the end of Grade 2. Children were administered a cognate awareness task in French, in which they were asked to decide whether a French word had a cognate in English. Overall, performance on the cognate awareness task was significantly above chance at both time points, and it improved overtime. Thus, for the majority of the participants, cognate awareness was evident as early as first grade. Regressions revealed that cognate awareness measured in Grades 1 and 2 made a significant contribution to Grade 2 French reading comprehension, beyond multiple controls. The results of the study suggest that cognate awareness is a unique aspect of second-language reading comprehension in young bilingual children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01