Literaturnachweis - Detailanzeige
| Autor/inn/en | Wise, Nancy; D'Angelo, Nadia; Chen, Xi |
|---|---|
| Titel | A School-Based Phonological Awareness Intervention for Struggling Readers in Early French Immersion |
| Quelle | In: Reading and Writing: An Interdisciplinary Journal, 29 (2016) 2, S.183-205 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0922-4777 |
| DOI | 10.1007/s11145-015-9585-9 |
| Schlagwörter | Phonological Awareness; French; Immersion Programs; At Risk Students; Reading Difficulties; Grade 1; Elementary School Students; Intervention; Reading Programs; Small Group Instruction; Experimental Groups; Phoneme Grapheme Correspondence; English; Second Language Learning; Reading Instruction; Vocabulary Development; Instructional Effectiveness; Teaching Methods |
| Abstract | The current intervention study investigated the sustained effectiveness of phonological awareness training on the reading development of 16 children in French immersion who were identified as at-risk readers based on grade 1 English measures. The intervention program provided children from three cohorts with supplemental reading in small groups on a withdrawal basis. Children in the experimental group (n = 5) received English phonological awareness training in combination with letter-sound correspondence instruction twice per week for 18 consecutive weeks, while those in the control condition (n = 7) engaged in English vocabulary-building activities. Significant gains were made after the training and maintained for 2 years on both French phonological awareness and French word reading skills for the experimental group. Results suggest that a phonologically based intervention in English can effectively address phonological awareness deficits and facilitate reading acquisition for French immersion children who may be at-risk for later reading difficulties. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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