This thesis investigates development and transfer of oral reading fluency among early French immersion students. Using a longitudinal design, students were assessed on phonological awareness, rapid naming, word-level fluency and text-level fluency in English and in French in Grade 2 and Grade 3. In three related studies, this thesis examines transfer both within levels of fluency individually (word-level and text-level) and between levels of fluency (from word-level to text-level). The results indicated that word-level fluency significantly improved over the one-year period in both English and in French. Language status comparing English-as-first-language students (EL1) and English-language-learners (ELLs) did not influence fluency performance in either language. Further, results showed bidirectional transfer of fluency at the word-level and the text-level independently, and unidirectional transfer from word to text fluency from French to English only. These findings provide evidence supporting cross-language transfer of oral reading fluency both within and between levels of the construct.
Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/43996 |
Date | 17 March 2014 |
Creators | Lee, Kathleen |
Contributors | Chen, Xi |
Source Sets | University of Toronto |
Language | en_ca |
Detected Language | English |
Type | Thesis |
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