scholarly journals Learning to Read in Multiple Languages: A Study Exploring Allophone Students’ Reading Development in French Immersion

2019 ◽  
Vol 21 (2) ◽  
pp. 10-28
Author(s):  
Renée Bourgoin ◽  
Joseph Dicks
Keyword(s):  
Reading Ability ◽  
Reading Development ◽  
Critical Role ◽  
French Immersion ◽  
Third Language ◽  
English Reading ◽  
French And English ◽  
Reading Measures ◽  
Multiple Languages

This article describes a two-year study of the French and English reading development of seven elementary French immersion (FI) students who spoke a home language that is neither English nor French. Given the critical role of literacy in school success and the growing number of third language (L3) learners entering FI, this study focused on L3 learners’ reading experiences. Standardized reading measures were administered in English and in French and think-aloud protocols and interviews were conducted with students. Results suggest that L3 students are similar to, if not stronger than, their bilingual peers with respect to English and French reading ability. They also relied on their knowledge of other languages to support French reading development and evidence of metalinguistic and metacognitive insights is presented. A number of classroom implications for teaching reading in diverse FI classrooms are included.

Lire en Français: Cross-Linguistic Effects of Reading Fluency Interventions in French Immersion Programs

2018 ◽  
Vol 34 (2) ◽  
pp. 113-132 ◽  
Author(s):  
Catherine Archambault ◽  
Sterett H. Mercer ◽  
Michèle P. Cheng ◽  
Sonja Saqui
Keyword(s):  
Reading Fluency ◽  
Reading Skills ◽  
Single Case ◽  
French Immersion ◽  
Bilingual Students ◽  
Single Case Design ◽  
English Reading ◽  
French And English ◽  
Grade 3 ◽  
Additional Support

Research on the development of reading skills in bilingual students suggests that reading skills develop interdependently across languages. The current study examined the effects of a French reading fluency intervention on the French and English reading skills of three Grade 3 students attending a French immersion program using a concurrent multiple baseline across participants single-case design. Results indicate that the intervention produced improvements in French reading fluency on instructional passages during intervention sessions and generalized improvements in English reading fluency skills. These findings provide additional support for the transferability of reading skills across languages.

Multilingual Toddlers’ Vocabulary Development in Two Languages: Comparing Bilinguals and Trilinguals

2020 ◽  
Author(s):  
Stephanie Lynn Côté ◽  
Ana Maria Gonzalez-Barrero ◽  
Krista Byers-Heinlein
Keyword(s):  
Vocabulary Development ◽  
Growing Up ◽  
Vocabulary Size ◽  
Input Quantity ◽  
Third Language ◽  
French And English ◽  
Multiple Languages

Many children grow up hearing multiple languages, learning vocabulary words in each. How does the number of languages being learned affect multilinguals’ vocabulary development? In a pre-registered study, we compared productive vocabularies of bilingual (n =170) and trilingual (n =20) toddlers aged 17–33 months growing up in a bilingual community where both French and English are spoken. We hypothesized that because trilinguals have reduced input in French and English due to time spent hearing their third language, they would have smaller French–English vocabulary sizes than bilinguals. Trilinguals produced on average 2/3 of the number of words in these languages that bilinguals did, however this difference was not statistically robust due to large levels of variability. Follow-up analyses did, however, indicate a relationship between input quantity and vocabulary size. Our results indicate that similar factors contribute to vocabulary development across toddlers regardless of the number of languages being acquired.

scholarly journals Use of a Graphic Organiser as a Pedagogical Instrument for the Sustainable Development of EFL Learners’ English Reading Comprehension

2021 ◽  
Vol 13 (24) ◽  
pp. 13748
Author(s):  
Wenjuan Qi ◽  
Yuhong Jiang
Keyword(s):  
Sustainable Development ◽  
Reading Comprehension ◽  
Coding Theory ◽  
Reading Ability ◽  
Critical Role ◽  
Schema Theory ◽  
The Sustainable Development ◽  
Efl Learners ◽  
English Reading ◽  
English Reading Comprehension

As a visual teaching tool, a Graphic Organiser aids students by constructing and displaying a graphic of the text’s structure, improving students’ sustainable development in English reading comprehension. However, few studies have investigated sustainable development in English reading comprehension using Graphic Organisers, although they might play a critical role in this. Thus, by adopting the methods of quasi-experimentation, observation and interview, this paper aims to address the following two questions from the perspectives of Schema Theory and Dual Coding Theory: (1) What is the effect of Graphic Organisers implemented in English reading on English as a foreign language (EFL) learners’ sustainable development in English reading comprehension? Is it positive? (2) How do Graphic Organisers affect various groups of EFL learners’ sustainable development in English reading comprehension? One hundred students in an EFL school were chosen as research participants for this experiment, and the whole treatment lasted for three months. The results revealed that the application of Graphic Organisers improved EFL learners’ sustainable development in English reading comprehension overall. In addition, Graphic Organisers benefited EFL learners with a medium reading ability most in their sustainable development of English reading comprehension; Graphic Organisers also made a certain difference for students with low and high reading abilities.

scholarly journals Study on Improving English Reading Ability of the Electrical Automation Specialty Students in Multimedia-assisted Self-learning

2016 ◽  
Vol 11 (02) ◽  
pp. 23 ◽  
Author(s):  
Ruirui Zhang
Keyword(s):  
Learning Process ◽  
Reading Ability ◽  
English Learning ◽  
Vital Importance ◽  
English Reading ◽  
Learning Procedure ◽  
Self Learning

For students majoring in Electrical Automation, reading is of vital importance in English learning process. In this paper, the author carries out tests, questionnaires and interviews and finally comes to the conclusion that multimedia-assisted self-learning has an effective impact upon students’ English reading ability. It makes students to be the key role of the learning procedure and makes them more active and more independent in English learning and is effective in improving their English reading ability.

Multilingual toddlers’ vocabulary development in two languages: Comparing bilinguals and trilinguals

2021 ◽  
pp. 1-17
Author(s):  
Stephanie L. CÔTÉ ◽  
Ana Maria GONZALEZ-BARRERO ◽  
Krista BYERS-HEINLEIN
Keyword(s):  
Vocabulary Development ◽  
Growing Up ◽  
Vocabulary Size ◽  
Input Quantity ◽  
Third Language ◽  
French And English ◽  
Multiple Languages

Abstract Many children grow up hearing multiple languages, learning words in each. How does the number of languages being learned affect multilinguals’ vocabulary development? In a pre-registered study, we compared productive vocabularies of bilingual (n = 170) and trilingual (n = 20) toddlers aged 17–33 months growing up in a bilingual community where both French and English are spoken. We hypothesized that because trilinguals have reduced input in French and English due to time spent hearing their third language, they would have smaller French–English vocabulary sizes than bilinguals. Trilinguals produced on average 2/3 of the number of words in these languages that bilinguals did: however, this difference was not statistically robust due to large levels of variability. Follow-up analyses did, however, indicate a relationship between input quantity and vocabulary size. Our results indicate that similar factors contribute to vocabulary development across toddlers regardless of the number of languages being acquired.

Syllabic parsing in children: a developmental study using visual word-spotting in Spanish

2016 ◽  
Vol 44 (2) ◽  
pp. 380-401 ◽  
Author(s):  
CARLOS J. ÁLVAREZ ◽  
GUACIMARA GARCÍA-SAAVEDRA ◽  
JUAN L. LUQUE ◽  
MARCUS TAFT
Keyword(s):  
Reading Ability ◽  
Reading Development ◽  
Sixth Grade ◽  
Reading Level ◽  
Visual Word ◽  
Second Grade ◽  
Developmental Study ◽  
Word Spotting ◽  
Syllable Boundary

AbstractSome inconsistency is observed in the results from studies of reading development regarding the role of the syllable in visual word recognition, perhaps due to a disparity between the tasks used. We adopted a word-spotting paradigm, with Spanish children of second grade (mean age: 7 years) and sixth grade (mean age: 11 years). The children were asked to detect one-syllable words that could be found at the beginning of pseudo-words, with the boundary between the word and the remaining letters being manipulated. The end of the embedded word could either match the syllabic boundary (e.g. the word FIN in the pseudo-word FINLO, where the syllable boundary is between N and L) or not (e.g. FINUS, where the syllable boundary is located between I and N). The results showed that children of both grades were faster in the syllabic than the non-syllabic condition, and that the magnitude of this effect was the same regardless of reading ability. The results suggest an early universality in the use of syllables in Spanish, regardless of reading level.

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

The Role of the SLP in Autism Spectrum Disorder Screening and Assessment

2008 ◽  
Vol 15 (2) ◽  
pp. 50-59 ◽  
Author(s):  
Amy Philofsky
Keyword(s):  
Language Development ◽  
Critical Role ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Children With Asd ◽  
Prevalence Estimates ◽  
Notable Increase ◽  
Screening Assessment ◽  
Critical Components

AbstractRecent prevalence estimates for autism have been alarming as a function of the notable increase. Speech-language pathologists play a critical role in screening, assessment and intervention for children with autism. This article reviews signs that may be indicative of autism at different stages of language development, and discusses the importance of several psychometric properties—sensitivity and specificity—in utilizing screening measures for children with autism. Critical components of assessment for children with autism are reviewed. This article concludes with examples of intervention targets for children with ASD at various levels of language development.

A critical role of iNOS-derived Nitric Oxide (NO) and progesterone in implantation

1998 ◽  
Vol 5 (1) ◽  
pp. 115A-115A
Author(s):  
K CHWALISZ ◽  
E WINTERHAGER ◽  
T THIENEL ◽  
R GARFIELD
Keyword(s):  
Nitric Oxide ◽  
Critical Role
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