We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
A school-based phonological awareness intervention for struggling readers in early French immersion.
- Authors
Wise, Nancy; D'Angelo, Nadia; Chen, Xi
- 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.
- Subjects
PHONOLOGY; READING research; ENGLISH grammar; FRENCH language grammar; SECOND language acquisition
- Publication
Reading & Writing, 2016, Vol 29, Issue 2, p183
- ISSN
0922-4777
- Publication type
Article
- DOI
10.1007/s11145-015-9585-9