This study examined English and French literacy skills among language minority children in French immersion. Forty children with a first language other than English (non-English L1) and forty-one native English-speaking (EL1) children were examined on phonological awareness, rapid automatized naming, word reading, and English vocabulary at the beginning and end of Grade 1. They were also examined on phonological awareness, word reading, and French vocabulary at the end of the year. Non-English L1children experienced greater growth in English expressive vocabulary, and similar growth in English receptive vocabulary, to that of EL1 children. There was a cross-language transfer of phonological awareness and word reading from English to French, and cross-language relationship between English receptive vocabulary and French receptive vocabulary for both groups. Non-English L1 children do not lag behind in early English skills, even when their English exposure is limited in a French immersion setting.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/29470 |
| Date | 11 August 2011 |
| Creators | Au-Yeung, Karen |
| Contributors | Chen, Xi |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.0121 seconds