French immersion experience and reading skill development in at-risk readers

2011 ◽  
Vol 39 (3) ◽  
pp. 580-610 ◽  
Author(s):  
RICHARD S. KRUK ◽  
KRISTIN A. A. REYNOLDS
Keyword(s):  
At Risk ◽  
Reading Comprehension ◽  
Phonological Awareness ◽  
English Language ◽  
French Immersion ◽  
Language Programs ◽  
Immersion Experience ◽  
Grade 3 ◽  
Cross Language ◽  
Not At Risk

ABSTRACTWe tracked the developmental influences of exposure to French on developing English phonological awareness, decoding and reading comprehension of English-speaking at-risk readers from Grade 1 to Grade 3. Teacher-nominated at-risk readers were matched with not-at-risk readers in French immersion and English language programs. Exposure to spoken French phonetic and syllabic forms and to written French orthographic and morphological forms by children attending French immersion programs was expected to promote phonological, decoding and reading comprehension achievement. Growth in all outcomes was found, with children in immersion experiencing higher final status in phonological awareness and more rapid growth and higher final status in decoding, using multilevel modeling. At-risk readers in French immersion experienced faster growth and higher final status in reading comprehension. Benefits to reading of exposure to an additional language are discussed in relation to cross-language transfer, phonological grain size and enhanced executive control processes.

Predictors of reading comprehension in deaf and hearing bilinguals

2021 ◽  
pp. 1-43
Author(s):  
Deborah M. Cates ◽  
Matthew J. Traxler ◽  
David P. Corina
Keyword(s):  
Native American ◽  
Reading Comprehension ◽  
Phonological Awareness ◽  
American Sign Language ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Language Experience ◽  
Sensory Experiences ◽  
Vocabulary Comprehension ◽  
Reading Volume

Abstract This study investigates reading comprehension in adult deaf and hearing readers. Using correlational analysis and stepwise regression, we assess the contribution of English language variables (e.g., vocabulary comprehension, reading volume, and phonological awareness), cognitive variables (e.g., working memory (WM), nonverbal intelligence, and executive function), and language experience (e.g., language acquisition and orthographic experience) in predicting reading comprehension in deaf and hearing adult bilinguals (native American Sign Language (ASL) signers, non-native ASL signers, and Chinese–English bilinguals (CEB)), and monolingual (ML) controls. For all four groups, vocabulary knowledge was a strong contributor to reading comprehension. Monolingual English speakers and non-native deaf signers also showed contributions from WM and spoken language phonological awareness. In contrast, CEB showed contributions of lexical strategies in English reading comprehension. These cross-group comparisons demonstrate how the inclusion of multiple participant groups helps us to further refine our understanding of how language and sensory experiences influence reading comprehension.

Kindergarten Training in Phonological Awareness: Fluency and Comprehension Gains Are Greatest for Readers at Risk in Grades 1 Through 9

2019 ◽  
Vol 52 (5) ◽  
pp. 366-382 ◽  
Author(s):  
Ann-Christina Kjeldsen ◽  
Lic Educ ◽  
Silja K. Saarento-Zaprudin ◽  
Pekka O. Niemi
Keyword(s):  
At Risk ◽  
Reading Comprehension ◽  
Phonological Awareness ◽  
Junior High School ◽  
Word Reading ◽  
Intervention Group ◽  
Control Group ◽  
Clear Cut ◽  
Positive Effects ◽  
Fluency And Comprehension

Training in phonological awareness has brought about well-documented positive effects on learning to read in lower-primary grades. Less is known about long-term gains extending to upper-primary and junior high school. The few longitudinal studies covering at least 5 years suggest that gains in decoding are sustained, whereas effects on reading comprehension have either not been studied or produced equivocal results. The present study followed up the reading development of 209 Finland Swedish students from kindergarten until Grade 9, half of whom participated in an 8-month phonological intervention in kindergarten. The intervention group outperformed the control group in both word reading and reading comprehension in Grades 1 through 9. However, albeit statistically significant, the differences at the group level were small. The main result was a clear-cut difference in both skills among readers at risk belonging to the lowest 25% in foundational skills at the beginning of kindergarten. In Grade 6, altogether 60% of the nontrained readers at risk still belonged to the lowest quartile in reading comprehension as opposed to 24% of their peers in the intervention group. The pattern was repeated in Grade 9, with trained readers at risk performing at the level of nontrained mainstream readers.

scholarly journals The Impact of a Cognitive and Motivational Reading Intervention on the Reading Achievement and Motivation of Students At-Risk for Reading Difficulties

2020 ◽  
pp. 073194872095812
Author(s):  
Miriam McBreen ◽  
Robert Savage
Keyword(s):  
At Risk ◽  
Reading Comprehension ◽  
Phonological Awareness ◽  
Reading Intervention ◽  
Reading Difficulties ◽  
Preliminary Evidence ◽  
Reading Performance ◽  
Students At Risk ◽  
Quasi Experimental ◽  
The Impact

This research assessed the impact of combining small-group cognitive reading intervention with a motivational program targeting students’ goals, emotions, and self-efficacy beliefs on the reading performance and motivation of third-grade students at-risk for reading difficulties ( n = 25, Mage = 8.99, SD = 0.38). Using a quasi-experimental pre-test/post-test efficacy trial design, effects of the intervention on phonological awareness, listening comprehension, accuracy, fluency, reading comprehension, and motivation were assessed. Results indicate that compared with students who received Cognitive-Only reading intervention, students who received the combined Cognitive plus Motivational reading intervention showed greater gains in reading comprehension and phonological awareness. Findings provide preliminary evidence that supplementing cognitive reading intervention with the proposed motivational program can improve the reading performance of students at-risk for reading difficulties.

Determining English Language Learners' Response to Intervention: Questions and Some Answers

2007 ◽  
Vol 30 (3) ◽  
pp. 185-195 ◽  
Author(s):  
Sylvia Linan-Thompson ◽  
Paul T. Cirino ◽  
Sharon Vaughn
Keyword(s):  
At Risk ◽  
English Language Learners ◽  
Response To Intervention ◽  
Reading Instruction ◽  
Language Learners ◽  
Reading Fluency ◽  
English Language ◽  
First Grade ◽  
The Mean ◽  
Not At Risk

Using an extant database, we examined three grade 1 criteria for identifying response to intervention (RTI) in English language learners (ELLs): (a) set benchmark criteria with a standard score above 95 (37th %ile) on both decoding and comprehension measures and a raw score of 40 or more correct words per minute (CWPM) on oral reading fluency; (b) discrepancy benchmark criteria, with performance on these measures at or above the mean of not-at-risk peers; and (c) discrepancy slope criteria, with growth during grade 1 on these measures at or above the mean of not-at-risk peers. The sample consisted of 81 students (41 intervention, 40 comparison) who were bilingual (Spanish/English) and were part of a supplemental reading instruction study during first grade. The three grade 1 criteria were evaluated in relation to a set benchmark criteria in grade 2. Results indicated that approximately 80% of the students did not meet any criteria in either year, but that the discrepancy slope criteria in grade 1 were most predictive of set benchmark criteria in grade 2. Recognizing that we applied highly stringent criteria, implications and issues are presented related to using RTI with ELLs to facilitate decision making about further intervention and referral for special education.

Multicomponent Linguistic Awareness Intervention for At-Risk Kindergarteners

2016 ◽  
Vol 38 (3) ◽  
pp. 161-171 ◽  
Author(s):  
Jennifer L. Zoski ◽  
Karen A. Erickson
Keyword(s):  
At Risk ◽  
English Language Learners ◽  
Phonological Awareness ◽  
Early Literacy ◽  
Language Learners ◽  
English Language ◽  
Word Reading ◽  
Morphological Awareness ◽  
Preliminary Evidence ◽  
Linguistic Awareness

This study investigated the feasibility of multicomponent linguistic awareness intervention on early literacy skills in at-risk kindergarteners. Seventeen students, including native Spanish-speaking English language learners ( n = 10) and native English speakers ( n = 7), participated in a 6-week small-group therapy program, for a total of 12 intervention hours. Students received therapy in one of the following: phonological awareness and letter knowledge; morphological awareness; or a three-pronged intervention that addressed all three areas. Students demonstrated moderate to large gains in word reading ( d = 1.79–2.19), phonological awareness ( d = 0.73–1.59), morphological awareness ( d = 0.57–3.96), and morphological spelling ( d = 0.77–3.0). Analyses revealed no significant differences based on the type of intervention received. These results provide preliminary evidence for the feasibility of three-pronged linguistic awareness instruction for kindergarten students at risk for later reading difficulties, including English language learners, in intensive intervention programs.

The effects of bilingual education on the English language and literacy outcomes of Chinese-speaking children

2014 ◽  
Vol 17 (1) ◽  
pp. 116-138 ◽  
Author(s):  
Kathleen Hipfner-Boucher ◽  
Katie Lam ◽  
Becky Xi Chen
Keyword(s):  
Bilingual Education ◽  
English Language ◽  
Word Reading ◽  
English Word ◽  
The Other ◽  
French Immersion ◽  
Language Transfer ◽  
Language And Literacy ◽  
Literacy Outcomes ◽  
Cross Language

To evaluate the effects of bilingual education on minority-language children’s English language and literacy outcomes, we compared grade 1 Chinese-speaking Canadian children enrolled in three different instructional programs (French Immersion, Chinese-English Paired Bilingual, English-only). ANCOVA results revealed that the French immersion children outperformed the other two groups on measures of English phonological awareness and word reading and that the bilingual groups were comparable to monolingual English norms on a test of receptive vocabulary. Multiple regression analyses were conducted to examine cross-language transfer of skills. French morphological awareness explained unique variance in English word reading and vocabulary for the French immersion group. For the other two groups, Chinese phonological awareness was significantly related to English word reading. Our results suggest that instruction in French or Chinese does not delay the development of early English language and literacy skills for Chinese-speaking children, as the children may be able to leverage skills from their other language to facilitate their English learning. Keywords: Bilingual education; French immersion; cross-language transfer

Access and outcomes of children with special education needs in Early French Immersion

2020 ◽  
Author(s):  
Elizabeth Kay-Raining Bird ◽  
Fred Genesee ◽  
Ann Sutton ◽  
Xi Chen ◽  
Joan Oracheski ◽  
...  
Keyword(s):  
Special Education ◽  
English Language ◽  
French Immersion ◽  
Reading Scores ◽  
Small Subset ◽  
Language Performance ◽  
Special Education Needs ◽  
French And English ◽  
Education Needs ◽  
Grade 3

Abstract This study investigated access to and outcomes of Early French Immersion (EFI) for students with special education needs (SEN) attending a large school board in Canada. Data analysis was carried out on: provincially mandated achievement test scores for all Grade 3 students with SEN participating over a three-year period (n = 705) who attended either EFI or English programs; standardized French and English language and reading scores for a small subset of students (n = 20); and interviews with parents of Grade 4 students in EFI (n = 9). Results revealed lower participation but higher English academic and language performance for students with SEN in the EFI program as well as development of French language and reading skills. Interviewed parents often believed children with SEN ‘could not handle’ EFI and that withdrawal should be an option in response to learning difficulties. Implications for inclusive practices in EFI are discussed.

Effectiveness of partial French immersion for children from different social class and ethnic backgrounds

1987 ◽  
Vol 8 (2) ◽  
pp. 137-152 ◽  
Author(s):  
Naomi E. Holobow ◽  
Fred Genesee ◽  
Wallace E. Lambert ◽  
Joseph Gastright ◽  
Myriam Met
Keyword(s):  
Public Schools ◽  
Social Class ◽  
Middle Class ◽  
Foreign Language ◽  
English Language ◽  
French Immersion ◽  
Black And White ◽  
Immersion Experience ◽  
Language Tests ◽  
Class Background

ABSTRACTA program of partial (half-day) French immersion in the Cincinnati Public Schools was evaluated in the kindergarten year. The English and French language development of participating native English-speaking children from both working and middle class backgrounds was assessed. The results indicated, firstly, that the pupils who spent half of their academic time in a foreign language (French) progressed just as well in English as carefully matched control pupils who followed a conventional all-English program. Secondly, it was found that socioeconomically underprivileged children (both black and white) benefited from an immersion-type introduction to a foreign language as much as pupils from middle class homes did. The degree of progress made in French was not linked with the social class background of the pupils even though this background factor clearly affected the students' performance on the English language tests. These results suggest that the immersion experience may help to diminish the effects of social class background.

scholarly journals Principals’ Beliefs About Language Learning and Inclusion of English Language Learners in Canadian Elementary French Immersion Programs

2018 ◽  
Vol 21 (1) ◽  
pp. 71-93 ◽  
Author(s):  
Callie Mady ◽  
Mimi Masson
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Critical Discourse Analysis ◽  
School Board ◽  
Language Learners ◽  
English Language ◽  
Analysis Data ◽  
French Immersion ◽  
Language Programs ◽  
Beliefs About Language Learning

Gatekeepers’ language ideologies and beliefs about language learning determine how learners experience French as a second language programs, in particular, their access to, and success and inclusion in, the French immersion (FI) program. In this article, we explore how FI principals understand language learning and the inclusion of English language learners (ELLs) and how these perspectives shape school policy in FI programs. The study took place in a large urban school board in southern Ontario with student population consisting of 50% ELLs. After conducting a questionnaire with principals across the school board, we interviewed a subgroup of principals gathering quantitative and qualitative data. In addition, we consulted the board’s website and documentation provided to parents regarding enrolling their children in FI. The study highlights convergence or divergence from principals’ beliefs in relation to board policy about access and inclusion to the FI program. Through critical discourse analysis, data revealed that principals have contradictory beliefs about language learning, and at times principals struggle to reconcile these beliefs with official board policy. While FI principals are mostly positive about including ELLs in FI, to provide equal access to the program, they would benefit from (a) moving away from a definition of bilingualism as equalingualism and (b) expanding and developing the meaning of inclusivity beyond physical presence to adapt the FI space for greater inclusion of ELLs.

scholarly journals EXPLORING THE BERT CROSS-LINGUAL TRANSFER FOR READING COMPREHENSION

2020 ◽  
Author(s):  
V. P. Konovalov ◽  
◽  
P. A. Gulyaev ◽  
A. A. Sorokin ◽  
Y. M. Kuratov ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Question Answering ◽  
Specific Data ◽  
Model Based ◽  
Comprehension Task ◽  
The One ◽  
Cross Lingual ◽  
Cross Language

Multilingual BERT has been shown to generalize well in a zero-shot crosslingual setting. This generalization was measured on POS and NER tasks. We explore the multilingual BERT cross-language transferability on the reading comprehension task. We compare different modes of training of question-answering model for a non-English language using both English and language-specific data. We demonstrate that the model based on multilingual BERT is slightly behind the monolingual BERT-based on Russian data, however, it achieves comparable results with the language-specific variant on Chinese. We also show that training jointly on English data and additional 10,000 monolingual samples allows it to reach the performance comparable to the one trained on monolingual data only.

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