The present study attempted to examine reading and writing behaviors of Musqueam Indian children in kindergarten and grade one to see if a similar profile of reading and writing behaviors existed within this urban unilingual Native Indian population. The relationship these behaviors had with parental provision for literacy activities during the preschool years and school attendance was explored. It was hypothesized that there would be no similar profile of reading and writing behaviors within the Musqueam population and that there would be no correlation between the variables, the index of parental provision for literacy activities during the preschool years, total school absence and reading and writing performance in kindergarten and grade one. Individual administration of the Diagnostic Survey (Clay) at kindergarten and grade one yielded a description of reading and writing behaviors. Subtests measuring knowledge of letter identification, concepts about print, sight words, and writing vocabulary were administered in both grades. Subtests including oral reading of passages, writing level, and dictation were added in grade one. Group means, standard deviations and range of scores were calculated for the Diagnostic Survey subtests at kindergarten and grade one and examined for similarities. A questionnaire was used to establish an index for parental provision for literacy activities. Total school absence was obtained from school records. The relationship subtests of the Diagnostic Survey had with the Index of Parent Suppport for Literacy Activities and School Absence was explored using Pearson Product-Moment correlational analysis. Results indicated that no similar profile of reading and writing behaviors existed within the Musqueam population. Excluding the sight word subtest at K, Pearson Product-Moment correlations between all subtests of the Diagnostic Survey and the Index of Parental Provision for Literacy Activities were found to be significant (p < .05). No significant correlations were found between survey subtests and total school absence. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

The purpose of this study was to investigate the effect of first language literacy and educational backgrounds on literacy and academic performance in a second language and, to learn more about students' perceptions of their linguistic, academic and social development in schooling in which the language of instruction is English. Fifty-five students were selected from seven high schools in the Vancouver School District, Vancouver, British Columbia. Information about students' first language (L1) literacy and educational experiences, including previous instruction in English was obtained on arrival. Proficiency in second language (L2) reading and first and second language writing was observed on arrival and in the spring of 1996, after a minimum of four years of English-only schooling, using standardized and holistic measures. Grade Point Averages (GPA) were calculated for students' achievement in four academic subjects. Analysis by ANOVA showed a significant difference in the length of time spent in ESL due to years of previous English study (F (7,43) = 4.26, p = .0012). Pearson product-moment correlation coefficients were calculated to observe relationships between L1 literacy and time spent in ESL, L1 education and time spent in ESL, and L2 reading and writing and achievement in English, social studies, science and math. Significant relationships were found between proficiency in L2 reading and writing and academic achievement, as measured by GPA. Significant findings were also obtained for L1 literacy and time spent in ESL (-.33, p < .05). Orthographic similarity was not a predictor of L2 reading, as measured on a standardized test of reading comprehension (t = .105, p = .747). Results of the study showed that L1 literacy development, L1 schooling, and previous English study enhanced acquisition of English, as measured by time spent in ESL. The researcher concluded that L1 literacy and education are important factors affecting the rate and level of L2 proficiency attained and academic achievement. Implications from findings suggest that in schooling where the language of instruction is English, students who have not acquired literacy skills in L1 have different needs and face a greater challenge than students who are literate in L1 .

The purpose of this study was to investigate the effect of first language literacy and educational backgrounds on literacy and academic performance in a second language and, to learn more about students' perceptions of their linguistic, academic and social development in schooling in which the language of instruction is English. Fifty-five students were selected from seven high schools in the Vancouver School District, Vancouver, British Columbia. Information about students' first language (L1) literacy and educational experiences, including previous instruction in English was obtained on arrival. Proficiency in second language (L2) reading and first and second language writing was observed on arrival and in the spring of 1996, after a minimum of four years of English-only schooling, using standardized and holistic measures. Grade Point Averages (GPA) were calculated for students' achievement in four academic subjects. Analysis by ANOVA showed a significant difference in the length of time spent in ESL due to years of previous English study (F (7,43) = 4.26, p = .0012). Pearson product-moment correlation coefficients were calculated to observe relationships between L1 literacy and time spent in ESL, L1 education and time spent in ESL, and L2 reading and writing and achievement in English, social studies, science and math. Significant relationships were found between proficiency in L2 reading and writing and academic achievement, as measured by GPA. Significant findings were also obtained for L1 literacy and time spent in ESL (-.33, p < .05). Orthographic similarity was not a predictor of L2 reading, as measured on a standardized test of reading comprehension (t = .105, p = .747). Results of the study showed that L1 literacy development, L1 schooling, and previous English study enhanced acquisition of English, as measured by time spent in ESL. The researcher concluded that L1 literacy and education are important factors affecting the rate and level of L2 proficiency attained and academic achievement. Implications from findings suggest that in schooling where the language of instruction is English, students who have not acquired literacy skills in L1 have different needs and face a greater challenge than students who are literate in L1 . / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

Prevailing research presents evidence that links language proficiency to fundamental literacy acquisition. However, when language and literacy acquisition are simultaneous, as is the case with young (4-6 years) English language learners (ELL’s), who acquire literacy in a language not spoken at home in B.C. Canada, the research is limited. The aim of the study was to explore and compare the language and literacy profiles (LLP) of ELL’s and monolingual learners. The normative processes as elucidated in the theoretical frameworks of Bronfenbrenner’s ecosystemic model, Vygotsky’s sociocultural model and the Critical Theory (CT) model informed the comparative framework. In addition, the second language acquisition (SLA) theoretical frameworks purported by Chomsky, Vygotsky and Krashen are elaborated upon. A causal comparative approach to the mixed model research design and a complementary mixed methods approach is applied to the study. The study interactively investigated the cultural and linguistic diversity (CALD) of ELL’s and sought statistically significant differences between the language and literature profiles (LLP) of 25 ELL’s and his/her parent - whose home language is other than English during first time literacy acquisition - and 25 monolingual learners and his/her parent (selected via a simple, purposive, random sample strategy) when English is the language medium used in the inclusive classroom. The qualitative findings delineated the LLP of the ELL’s with regard to CALD, biographic and background details; the quantitative findings, delineated the at risk educationally vulnerable minority by virtue of their limited English proficiency (LEP) and limited emergent literacy and language profile (LLP). The identification of the at risk educationally vulnerable minority, informed the proposed theoretical framework for the study, namely, namely, LLP - Semiotic Scaffolding-From Theory to Practice and the attendant curriculum. Findings are discussed comparatively with the classic and current theoretical frameworks pertaining to child development, language acquisition for both first and second language acquisition (SLA) in addition to globalisation, inclusive education and social justice. The implication of the findings for policy makers, curriculum planners, schools, teachers, classrooms, parents and the learners are discussed. Opportunities for further research are noted. / Psychology of Education / D. Ed. (Psychology of Education)

Prevailing research presents evidence that links language proficiency to fundamental literacy acquisition. However, when language and literacy acquisition are simultaneous, as is the case with young (4-6 years) English language learners (ELL’s), who acquire literacy in a language not spoken at home in B.C. Canada, the research is limited. The aim of the study was to explore and compare the language and literacy profiles (LLP) of ELL’s and monolingual learners. The normative processes as elucidated in the theoretical frameworks of Bronfenbrenner’s ecosystemic model, Vygotsky’s sociocultural model and the Critical Theory (CT) model informed the comparative framework. In addition, the second language acquisition (SLA) theoretical frameworks purported by Chomsky, Vygotsky and Krashen are elaborated upon. A causal comparative approach to the mixed model research design and a complementary mixed methods approach is applied to the study. The study interactively investigated the cultural and linguistic diversity (CALD) of ELL’s and sought statistically significant differences between the language and literature profiles (LLP) of 25 ELL’s and his/her parent - whose home language is other than English during first time literacy acquisition - and 25 monolingual learners and his/her parent (selected via a simple, purposive, random sample strategy) when English is the language medium used in the inclusive classroom. The qualitative findings delineated the LLP of the ELL’s with regard to CALD, biographic and background details; the quantitative findings, delineated the at risk educationally vulnerable minority by virtue of their limited English proficiency (LEP) and limited emergent literacy and language profile (LLP). The identification of the at risk educationally vulnerable minority, informed the proposed theoretical framework for the study, namely, namely, LLP - Semiotic Scaffolding-From Theory to Practice and the attendant curriculum. Findings are discussed comparatively with the classic and current theoretical frameworks pertaining to child development, language acquisition for both first and second language acquisition (SLA) in addition to globalisation, inclusive education and social justice. The implication of the findings for policy makers, curriculum planners, schools, teachers, classrooms, parents and the learners are discussed. Opportunities for further research are noted. / Psychology of Education / D. Ed. (Psychology of Education)