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Cognitive Sensitivity - Investigation of Construct Across Cultures and Settings
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Resettled Syrian Refugee Children in Canada: Oral Language, Literacy and Well-being
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Literacy Development in Canadian French Immersion Students: The Role of Oral Language
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THE LINGUISTIC AND READING SKILLS OF ENGLISH LANGUAGE LEARNERS AT-RISK FOR POOR READING COMPREHENSION: PROFILES AND PREDICTORS
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The Development of English and Arabic Language and Literacy Skills of Syrian Refugee Children and Youth in Canada
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| 6 |
Développement du langage communicatif chez les autistes qui ont expérimenté une régression langagière en bas âge
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Children's Comprehension of Implicit Messages to Interpret Ambiguous Requests
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| 8 |
The Direct and Indirect Effects of Syntactic Awareness on French Reading Comprehension in French Immersion Students
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Using the Simple View of Reading to Examine Reading Comprehension Proficiency in Youth With and Without Attention Deficit Hyperactivity Disorder
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A Novel Methodology for Assessing Children's Heart Rate and Stress
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| 11 |
Becoming bilingual readers: Examining orthographic processing in learning to read English and French
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Abstract:
This dissertation is comprised of three studies examining the role of orthographic processing in word reading among children enrolled in Canadian French immersion programs. Print awareness, as well as lexical and sublexical aspects of orthographic processing were examined. Study 1 evaluated the within- and cross-language relations between print awareness and word reading among 92 emergent readers from senior kindergarten to Grade 1. Concurrently, there was a within-language relation between English print awareness and English word reading; there was also a cross-language relation between English print awareness and French word reading in senior kindergarten. Longitudinally, English print awareness in senior kindergarten predicted progress in French word reading in Grade 1, but not in English. These results suggest that print awareness measured in the dominant language can be used to predict word reading development in emergent bilingual readers attending French immersion. Study 2 investigated the development of early knowledge of print conventions and its within- and cross-language relations to early word reading skills with the same sample as Study 1 from senior kindergarten to Grade 1. Results revealed a systematic development of knowledge in several aspects of print from senior kindergarten to Grade 1 in both English and French. Hierarchical linear analyses revealed significant within-language relations between print convention knowledge in kindergarten and word reading in both English and French. Across languages, English print convention knowledge in senior kindergarten predicted progress in French word reading in Grade 1; French print convention knowledge in senior kindergarten was not correlated with progress in English word reading in Grade 1. Finally, Study 3 investigated the predictors of English and French word reading in 69 children from first through third grade. The role of phonological awareness, orthographic processing (both lexical and sublexical), and vocabulary knowledge in English and French on the achievement and growth of word reading in the two languages were evaluated with growth curve analyses. Results showed that Grade 1 measures of English phonological awareness and orthographic processing predicted Grade 3 English word reading achievement; English orthographic processing in Grade 1 also predicted growth in English word reading in Grade 3. French phonological awareness and orthographic processing in Grade 1 predicted French word reading achievement in Grade 3. Additionally, at-risk readers (n = 6) identified in Grade 1 generally fell behind their typically-developing peers across all measures, although evidence of improvement emerged over time. Taken together, these studies suggest that orthographic processing is a key predictor of word reading in emergent bilingual readers. ; Ph.D.
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Keyword:
0620; bilingualism; orthographic processing; reading
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URL: http://hdl.handle.net/1807/91866
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| 12 |
Specific needs in literacy & language learning of refugee children: A comparison of German and Canadian Syrian refugee families
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Preschool Socio-cognitive and Language Development in the Context of the Sibling Environment
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| 14 |
Analyse comparative de la description du suspect lors d’entrevues d’enquête policière avec des enfants victimes d’agressions sexuelles
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| 15 |
Guilt in Childhood: Intersections with Regulatory Functioning and Implications for Aggression
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The Role of Facial Movements in Face Processing and its Development
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Understanding the Language Bases of Poor Reading Comprehension in English and French
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| 19 |
Réactions des bébés au chant et à la parole : impacts sur l’attention et l’affect
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Development and Cross-language Transfer of Oral Reading Fluency using Longitudinal and Concurrent Predictors among Canadian French Immersion Primary-level Children
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