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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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| 5 |
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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| 7 |
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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| 9 |
Using the Simple View of Reading to Examine Reading Comprehension Proficiency in Youth With and Without Attention Deficit Hyperactivity Disorder
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| 10 |
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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| 12 |
Specific needs in literacy & language learning of refugee children: A comparison of German and Canadian Syrian refugee families
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| 13 |
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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| 16 |
The Role of Facial Movements in Face Processing and its Development
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| 17 |
Understanding the Language Bases of Poor Reading Comprehension in English and French
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Abstract:
This dissertation is comprised of three studies that investigate characteristics of reading comprehension difficulties among children who receive school instruction in a second language (L2) in Canadian French immersion programs. The first study examines the overlap and stability of poor reading comprehension in English and French for a group of 8-year-old children enrolled in early French immersion programs. The primary aim of this study was to determine the extent to which those identified as having poor reading comprehension in English also demonstrate poor reading comprehension in French. Poor comprehenders of English and French, of English-only, and of French-only were compared on English and French vocabulary measures, concurrently and retrospectively. Children who were poor comprehenders in English and French scored significantly lower on English vocabulary at ages 6 and 8 compared to poor comprehenders in French-only. Lower scores on French vocabulary at age 8 distinguished poor comprehenders in French-only from poor comprehenders in English-only. The second study supplements the above findings through a retrospective case study that examines the early development of English and French decoding and vocabulary skills for a poor and average comprehender in French immersion. The findings suggest that relative to average comprehenders (who demonstrate average decoding and vocabulary combined with average reading comprehension) poor comprehenders show early and persistent difficulties with English and French vocabulary despite average decoding ability in both languages. Finally, the third study explores similarities and differences in components of English and French language comprehension among 10- to 11-year-old English-French bilingual children in French immersion and English monolingual children in mainstream programs. Three groups of comprehenders matched on age, nonverbal reasoning, English word reading accuracy and fluency were identified in each program: poor, average, and good. The three groups differed in English vocabulary, morphological awareness, and inference in both bilingual and monolingual groups, with poor comprehenders performing significantly lower than good comprehenders on these tasks. English inference also distinguished between poor and average comprehenders. Similar results were found in French for the bilingual group. French vocabulary and morphological awareness distinguished between poor and good comprehenders, and French semantics and inference distinguished between poor and good comprehenders and poor and average comprehenders. Together, these studies suggest that poor comprehenders experience similar and persistent difficulties with components of language in both L1 and L2. ; Ph.D.
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Keyword:
0620; bilingualism; French immersion; oral language; poor comprehenders; reading comprehension; reading disabilities
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URL: http://hdl.handle.net/1807/76399
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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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| 20 |
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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