Longitudinal Predictors of French Word Reading Difficulties among French Immersion Children

Autor/inn/en	MacKay, Elizabeth; Chen, Xi; Deacon, S. Hélène
Titel	Longitudinal Predictors of French Word Reading Difficulties among French Immersion Children
Quelle	In: Annals of Dyslexia, 73 (2023) 1, S.73-89 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (MacKay, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-022-00275-z
Schlagwörter	Foreign Countries; Immersion Programs; French; Reading Difficulties; Second Language Learning; English; Predictor Variables; Nonverbal Ability; Phonological Awareness; Naming; Receptive Language; Vocabulary; Grade 1; Grade 2; Grade 3; Reading Skills; Emergent Literacy; Bilingual Students; Canada + Suchen Sie Ihr Suchwort? Ausland; Immersionsprogramm; Französisch; Reading difficulty; Leseschwierigkeit; Zweitsprachenerwerb; English language; Englisch; Prädiktor; Rezeptive Kommunikationsfähigkeit; Wortschatz; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Reading skill; Lesefertigkeit; Frühleseunterricht; Kanada
Abstract	In Canada, approximately 12% of school-aged children are enrolled in French Immersion (FI), with some provinces estimating close to 30%. FI programs are intended to produce bilingual individuals who can functionally communicate in both of Canada's official languages. Yet, we are currently underinformed as to how to identify children with French word reading difficulties in such programs. Within this context, and in the interests of informing early identification of second language reading challenges, we examined early English predictors of French word reading difficulties. We also examined potential overlap of these difficulties as well as the stability of these difficulties over time. A total of 108 children in FI participated, completing measures of English nonverbal intelligence, phonological awareness, rapid automatized naming, and receptive vocabulary in kindergarten, as well as English and French word reading in grades 1, 2, and 3. Logistic regressions revealed that kindergarten English phonological awareness and rapid automatized naming (RAN) distinguished between good and poor French word readers in grade 3, with adequate sensitivity and specificity. These results suggest that English phonological awareness and RAN may be appropriate early skills to identify children at risk of word reading challenges in bilingual programs. Chi-square analyses demonstrated significant overlap of English and French word reading challenges in grades 1, 2, and 3, highlighting the possibility that English and French word reading difficulties do not exist independently. Finally, chi-square analyses revealed retrospectively stable word reading difficulties in English and French. Interestingly, prospective stability was stronger for French than English word reading challenges. Overall, our results underscore the importance of considering the specific nature of word reading difficulties in bilingual readers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01