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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 3 of 3 1 Resettled Syrian Refugee Children in Canada: Oral Language, Literacy and Well-being Al-Janaideh, Redab. - : University of Toronto, 2021 BASE Show details 2 The Direct and Indirect Effects of Syntactic Awareness on French Reading Comprehension in French Immersion Students Burchell, Diana Marie. - 2019 BASE Show details 3 The Within- and Cross-language Role of Syntactic Awareness in Reading Comprehension Among French Immersion Students Sohail, Juwairia. - 2016 Abstract: Two related studies examining the within- and cross-language transfer of syntactic awareness (SA) to concurrent measures of reading comprehension (RC) between English and French are reported. Participants were first- and third-grade Canadian French immersion students. Results indicated that Grade 1 English SA significantly predicted French RC after cognitive and within-language controls, while Grade 1 French SA did not. In Grade 3, by contrast, English SA was unrelated to either English or French RC, while French SA was predictive of both. In all cases, SA was indirectly related to RC both within and across languages. Adding to the limited research on metalinguistic transfer, these results support hypotheses for the transferability of SA and provide preliminary evidence for its crossover role in reading across languages. The findings call for increased theoretical and academic attention to, and pose educational implications for, the involvement of SA in models of within- and cross-language RC. ; M.A. Keyword: 0282; Curriculum Development; Foreign Language Education; French immersion; Metalinguistic Awareness; Reading Comprehension; Syntactic Awareness URL: http://hdl.handle.net/1807/74463 BASE Hide details

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