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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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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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Abstract:
This thesis investigates development and transfer of oral reading fluency among early French immersion students. Using a longitudinal design, students were assessed on phonological awareness, rapid naming, word-level fluency and text-level fluency in English and in French in Grade 2 and Grade 3. In three related studies, this thesis examines transfer both within levels of fluency individually (word-level and text-level) and between levels of fluency (from word-level to text-level). The results indicated that word-level fluency significantly improved over the one-year period in both English and in French. Language status comparing English-as-first-language students (EL1) and English-language-learners (ELLs) did not influence fluency performance in either language. Further, results showed bidirectional transfer of fluency at the word-level and the text-level independently, and unidirectional transfer from word to text fluency from French to English only. These findings provide evidence supporting cross-language transfer of oral reading fluency both within and between levels of the construct.
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Keyword:
0620; Cross-language transfer; French Immersion; Oral reading fluency
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URL: http://hdl.handle.net/1807/43996
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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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