Fourth grade follow-up of reading and spelling skills of French immersion students |
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| Authors: | Hyla Rubin Anne Turner Miriam Kantor |
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| Institution: | (1) Graduate Department of Speech Pathology, University of Toronto, Toronto, Ontario, Canada;(2) Woodstock School Board, Woodstock, New Brunswick, Canada;(3) Peel Board of Education, Mississauga, Ontario, Canada |
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| Abstract: | Twenty-one French immersion and traditional English program students, originally assessed in first grade, were retested on single-word reading and spelling in fourth grade. The immersion students, who had shown equivalence with the control students on most written language measures in first grade, maintained their equivalence in fourth grade. Furthermore, they demonstrated slight superiority over the English program students in reading non-words. Their first-grade advantage in linguistic analysis ability may have helped their written English skills to develop comparably to those of the control subjects despite much less exposure to, and instruction in, written English. It is suggested that although no other advantage was seen at this time from their early heightened linguistic analysis ability, the French immersion subjects may surpass the English program students once they can join their linguistic analysis skill to greater expereince with written English.This research was funded by Grant A2008 from the Natural Sciences and Engineering Research Council of Canada. We would like to thank Dr. Barry Vail and the principals, staffs, and students of the Durham Board of Education, Ontario, for their generous cooperation in this study. |
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| Keywords: | Bilingualism French immersion linguistic awareness reading spelling |
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