As a result of migratory movements in recent decades, an increasing number of children are educated in a language which is not their mother tongue. For these children, learning to read takes place in their second language. This learning context is made unique by two challenges. First, the learning of the written code occurs simultaneously with the learning of the oral language. Second, no reference to the written code of the maternal language is made available to these children. / This particular learning context can lead to inequity between the second language learner and his or her unilingual peers in terms of phonetic encoding and decoding. Furthermore, the limited vocabulary of a beginning language learner can impede the direct lexical access used when learning to read. / Fourteen students were evaluated for their metalinguistical abilities, lexical and phonic knowledge. Following these tests, an analysis was conducted of student reading errors made in a real reading context. / This descriptive study explores the interaction between reading strategies used by second language learners: bottom-up (word comprehension derived from the context of the text) and top-down (text comprehension derived from word recognition). In addition, this study seeks to describe the linguistic and metalinguistic abilities of these second language students in the process of learning to read.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.79940 |
| Date | January 2003 |
| Creators | Gagné, Andréanne |
| Contributors | Sarkar, Mela (advisor) |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | French |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Master of Arts (Department of Second Language Education.) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 002131360, proquestno: AAIMQ98440, Theses scanned by UMI/ProQuest. |
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