Learning to Read in English and French: Emergent Readers in French Immersion

Autor/inn/en	Chung, Sheila Cira; Koh, Poh Wee; Deacon, S. Hélène; Chen, Xi
Titel	Learning to Read in English and French: Emergent Readers in French Immersion
Quelle	In: Topics in Language Disorders, 37 (2017) 2, S.136-153 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-8294
DOI	10.1097/TLD.0000000000000118
Schlagwörter	Longitudinal Studies; Immersion Programs; Predictor Variables; Word Recognition; English; French; Grade 1; Grade 2; Grade 3; Elementary School Students; Phonological Awareness; Orthographic Symbols; Vocabulary Development; Age Differences; Reading Achievement; At Risk Students; Reading Instruction + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Immersionsprogramm; Prädiktor; Worterkennung; English language; Englisch; Französisch; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Wortschatzarbeit; Age; Difference; Age difference; Altersunterschied; Leseleistung; Leseunterricht
Abstract	This longitudinal study investigated the predictors of word reading in English and French for 69 children in early total French immersion from first through third grade. The influence of phonological awareness, orthographic processing, and vocabulary in English and French on the achievement and growth of word reading in the 2 languages were evaluated with growth curve analyses. Findings revealed that predictors in Grade 1 were similar for English and French word reading in Grade 3. Specifically, English phonological awareness and orthographic processing predicted English word reading achievement; English orthographic processing also predicted growth in English word reading. French phonological awareness and orthographic processing in Grade 1 predicted French word reading achievement in Grade 3. Furthermore, at-risk readers identified in Grade 1 (n = 6) generally fell behind their typically developing peers across all measures, although evidence of improvement emerged over time. (As Provided).
Anmerkungen	Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: MR-WKCustomerSupport@wolterskluwer.com; Web site: http://www.lww.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01