This study uses a mixed methods approach to investigate an achievement gap observed in the reading of Canadian-born students with a first language other than English. Quantitative analyses of large-scale reading assessment data identified characteristics of these students and showed a relationship between reading levels and students’ home language environments. This relationship was further explored using a case study approach based on interviews with students and parents. Interviews revealed the role that parental language learning can play in children’s reading. The study revealed the relative invisibility of Canadian-born English language learners, and the consequent difficulties educators have responding to their English language learning needs. School registration data was shown to be an inaccurate indication of students’ home language use. The study’s findings point to the need for policies that support the systematic identification of Canadian-born English language learners and a deeper understanding of the language learning needs of these students-at-risk.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/30098 |
| Date | 29 November 2011 |
| Creators | McGloin, Martha |
| Contributors | Jang, Eunice |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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