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Resettled Syrian Refugee Children in Canada: Oral Language, Literacy and Well-being
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Língua e vivências culturais: provérbios sobre a alimentação em português e chinês ; Language and cultural experiences: proverbs about food in portuguese and Chinese
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Literacy Development in Canadian French Immersion Students: The Role of Oral Language
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Abstract:
The overarching goals of this dissertation were to examine the extent to which lower-level oral language skills facilitate phonological awareness and to investigate the importance of higher-level oral language skills in the development of reading comprehension among children enrolled in Canadian French immersion programs. The first study investigated how lexical restructuring can stimulate children’s phonological awareness in their first (L1) and second (L2) languages. Sixty-two emerging English (L1) – French (L2) bilingual children were taught new English and French word pairs differing minimally in phonological contrast. The results indicated that lexical specificity in English at the beginning of Grade 1 mediated the relationship between English vocabulary and English phonological awareness both concurrently and longitudinally. Furthermore, a longitudinal relationship was established among French vocabulary, French lexical specificity, and French phonological awareness at the end of Grade 1. Notably, cross-language transfer from English was a better predictor of development in French phonological awareness, especially for words that contained phonological contrasts common to both languages. The second study was designed to understand the extent to which second graders’ comprehension monitoring predicts reading comprehension in the third grade. The ability to monitor one’s comprehension was assessed by the proficiency to detect internal inconsistencies in orally presented stories among 115 emerging bilingual children. The concurrent results revealed that in Grade 3, children’s comprehension monitoring served as a unique predictor of reading comprehension within English and French, over and above the contribution of word reading and vocabulary. This relationship was not observed in Grade 2. Moreover, the longitudinal analyses indicated that Grade 2 children’s comprehension monitoring in English made a significant contribution to English reading comprehension in Grade 3, even after controlling for word reading, vocabulary, and the autoregressor variable. However, this relationship was not established in the L2. Overall, the results from this study lay the groundwork for the development of screening measures that can be used by educators to support phonological foundations of literacy. Furthermore, the findings suggest there is a need to include support for higher-level language skills, such as the ability to monitor one’s comprehension, in the early stages of bilingual reading instruction. ; Ph.D.
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Keyword:
0620; Bilingualism; Comprehension monitoring; French immersion; Lexical specificity; Phonological awareness
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URL: http://hdl.handle.net/1807/103401
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The Role of Reading Fluency in Predicting Reading Proficiency Among French Immersion Elementary Students in Canada
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The Direct and Indirect Effects of Syntactic Awareness on French Reading Comprehension in French Immersion Students
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The Successes and Challenges of Syrian Refugee Families in Canada: A Follow-Up Study
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Becoming bilingual readers: Examining orthographic processing in learning to read English and French
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Vocalizing Natural Sounds in Another Language: Onomatopoeia Translation in Four English Reditions of the Shijing
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Chen, Xi. - : The University of Queensland, School of Languages and Cultures, 2018
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Lexical Knowledge and Bilingual Reading: Within- and Cross-language Associations of Paradigmatic and Syntagmatic Knowledge in English and Mandarin
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Emergent Readers in the French Immersion Context: Development and Cross-language Transfer of Orthographic and Semantic Learning
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Understanding the Language Bases of Poor Reading Comprehension in English and French
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Vocabulary Skill of Bilingual Adolescents: The Effects of First Language Background and Language Learning Context
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The Within- and Cross-language Role of Syntactic Awareness in Reading Comprehension Among French Immersion Students
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The Acquisition of Grammatical Gender by French as a Second Language Learners Enrolled in French Immersion
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Development and Cross-language Transfer of Oral Reading Fluency using Longitudinal and Concurrent Predictors among Canadian French Immersion Primary-level Children
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Reading Strategies of Good and Average Bilingual Readers of Chinese and Spanish Backgrounds
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The Concurrent and Longitudinal Relationships between Orthographic Processing and Spelling in French Immersion Children
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Biliteracy Development in Chinese and English: The Roles of Phonological Awareness, Morphological Awareness, and Orthographic Processing in Word-level Reading and Vocabulary Acquisition
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