In this article, we report two studies that compared the development of English and French language literacy skills in immersion students identified as native speakers (EL1s) learners (ELs). study 1, 81 EL1s 147 ELs were tested fall spring terms grade 1. The had similar outcomes comparable gains phonological awareness word reading. Comparable performance was observed on all measures (phonological awareness, receptive vocabulary, reading, reading comprehension). Only vocabulary did outperform...

Aims and objectives: The objective of this study was to examine the narrative ability two subgroups English Language Learners (ELLs) relative a group monolingual (EL1) peers. Specifically, we investigated whether three groups children differed on measures macrostructure microstructure. Methodology: Two ELLs were identified basis parent report language most often heard spoken at home (ELL users, ELL minority users). A served as comparison ( n = 25 per group). averaged 56 months age. All...

This study examines the relationship between complex oral language and phonological awareness in preschool years. Specifically, authors investigate concurrent measures of narrative structure (based on both story retell generation), blending elision a sample 89 children 4 6 years age. A hierarchical linear regression was conducted to determine whether explained unique variance skill over above that by vocabulary after controlling for number factors known contribute outcomes (age, nonverbal...

Background The body of literature on narratives bilingual children with and without specific language impairment (SLI) is growing. However, little known about the narrative abilities preschool SLI their patterns growth. Aims To determine similarities differences in between preschoolers who are either monolingual or at two time points. Methods & Procedures Forty completed a retell task English test mean ages were 52 58 months Times 1 2, respectively. We examined performance measures...

The objective of this study was to examine the effects coaching by speech-language pathologists on educators' interactive shared book reading, children's participation in and language development.Thirty-two educators small groups preschoolers were randomly assigned experimental comparison groups. group (n = 15) received 4 in-service workshops plus 5 individualized sessions. only workshops. Participants video-recorded during a reading activity with children at pretest posttest. video...

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 French immersion outperformed other two groups measures phonological awareness word reading were comparable to monolingual norms a test receptive vocabulary. Multiple...

The current study investigated the effects of coaching as part an emergent literacy professional development program to increase early childhood educators' use verbal references print and phonological awareness during interactions with children.Thirty-one educators 4 children from each their classrooms (N = 121) were randomly assigned experimental group (21 hr in-service workshops plus 5 sessions) a comparison (workshops alone). included instruction on how talk about post-story craft/writing...

Cognate awareness is the ability to recognize cognate relationship between words in two etymologically related languages. The current study examined development of and its contribution French (second language) reading comprehension among Canadian immersion children. Eighty-one students were tested at end Grade 1 again 2. Children administered a task French, which they asked decide whether word had English. Overall, performance on was significantly above chance both time points, it improved...

Aims and objectives: The study investigated narrative microstructure skills of Arabic-speaking immigrant children in Canada ( N = 75; age range 7–12 years) with specific focus on diglossia the lexical distance between Spoken Arabic (SpA) Standard (StA). also tested relationship macrostructure probed into relative importance general versus diglossia-specific features predicting macrostructure. Design/methodology/approach: Participants were asked to tell a story from picture using an version...

Preschool children begin to represent spoken language in print long before receiving formal instruction spelling and writing. The current study sought identify the component skills that contribute preschool children’s ability spell words write their name. Ninety-five (mean age = 57 months) completed a battery of cognitive, linguistic, as well print-related measures, including spelling/writing tasks (i.e. letters, name). All writing samples were scored using scoring matrices inter-rater...

The present study investigated the contribution of morphological and cognate awareness to development English French vocabulary knowledge among young minority majority language children who were enrolled in a immersion program. Participating (n = 75) assessed on measures awareness, from Grades 1 3. Hierarchical linear modeling was used investigate trends growth for identify metalinguistic contributions Grade 3 performance rate growth. Results demonstrated similar pattern prediction both...

Abstract The objective of our study was to investigate the acculturation experiences Syrian refugee families in two contexts (Toronto, Canada, and Munich, Germany) 2 years postresettlement. Specifically, using qualitative methodologies, we examined orientation through lens parent child minority majority language use preferences within multiple contexts. interview data related practices Canada suggested an integration orientation. Those living Germany were less indicative a clear orientation;...

ABSTRACT This study investigated the relationship between L2 oral narrative morphosyntactic quality and reading comprehension in a sample of 81 students enrolled Canadian French immersion program Grade 1. Measures generation were administered concurrently. The proportion utterances narratives that judged to be grammatically acceptable was found explain unique variance comprehension, controlling for nonverbal intelligence, maternal education, phonological awareness, vocabulary word reading....

The present study investigated the role of syntactic awareness in reading comprehension among English–French bilinguals learning French as an additional language Canadian immersion programs. We examined direct effect on well indirect effects mediated through word and vocabulary. further extent to which English contributed cross-language transfer, again considering both Mediation analyses indicated that, within French, relationship between was fully by In contrast, directly comprehension....

Aims and objectives/purpose/research questions: We explored the advantage of bilingualism effect linguistic proximity on acquisition determiner-noun agreement, an aspect inflectional morphology, in a French immersion setting. To our knowledge, third language literature has yet to provide evidence bilingual learning particular feature morphology additional among young children. Design/methodology/approach: compared accuracy agreement narrative task three groups grade 1 2 students ( n = 15...

Situated within the Simple View of Reading, this study examined code-related (word reading) and oral language (receptive vocabulary, narrative comprehension, production) skills that contribute to English Arabic reading comprehension in two groups Arabic-English bilingual children (7–9 10–12 years) living an majority environment. Further, contribution production over above word reading, receptive vocabulary listening comprehension. Overall, our results support applicability Reading minority...

The present study investigated factors influencing the ability to decompose multimorphemic words in French non-francophone children educated French. In particular, we focused on effects of two word features: English-French cognate status and base frequency. We also examined effect child language background (English first (EL1) versus English second (ELL)) performance. related studies, grades 1 3 completed a translation task requiring them match morphologically complex English. Target were...

Transcription is an important component of the writing process that affects quality children’s compositions. However, little known about how transcription mode influences productivity or spelling accuracy, two word-level markers compositional quality, among children learning to write in additional language. To address this issue, we compared effects handwriting and keyboarding on text length compositions L2 French learners. Grade 2 4 students (n = 48) Immersion were given prompts asked...

This longitudinal, mixed-methods study reports on the development and implementation of an early phonological awareness screening intervention program for struggling emergent readers in a French immersion school Manitoba. The was created by professional learning community made up administrator, teachers, clinical support staff. paper describes process developing itself. Forty-two children participated that lasted 10 weeks. given English kindergarten. Significant gains were found skills who...

Purpose Our 1-year longitudinal study tracked the development of cognate awareness among second (L2) and third language (L3) learners French in immersion Grades 1 2 to explore impact orthographic overlap status (true vs. false) on children's ability recognize relationships. We also assessed L2/L3 performance. Method compared performance three conditions cognates with same similar spellings, false spellings) within across grades. used a direct measure that required children (n = 81)...

This study examines the contributions of syntactic awareness to reading comprehension, both within and across languages, in third-grade children learning French as a second (L2) or third language (L3). Participants were 72 non-francophone enrolled Canadian immersion program which all academic instruction is French. Children completed measures awareness, word reading, vocabulary, reading-related control variables English Regression analyses examining within-language relations revealed that...

This study examined the oral language skills of grade-two anglophone children enrolled in French Immersion and English-stream programs. The had two objectives: (a) to compare performance between groups on measures receptive vocabulary, narrative comprehension, production (i.e., structure language) English, (b) explore applicability Canadian Language Benchmarks/Niveaux de compétences linguistiques canadiens (CLB/NCLC) assessment their conversational competency. All (English-stream n = 27, 33,...