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Achieving Learning Regulation Support: How a Socially Shared Approach Fits, Functions, and Thrives
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Improving the Reading Achievement of Language Minority and Disadvantaged Youth At Risk of Academic Failure
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Using Assistive Technology To Facilitate Idea Generation in Writing For School Aged Children
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Dwelling is Telling: Ruminating over School Challenges can Affect how Students with Strong Executive Skills Perform in Math
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The Successes and Challenges of Syrian Refugee Families in Canada: A Follow-Up Study
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Growth Trajectories of Vocabulary and Reading Comprehension in English Language Learners: An examination of cognitive-linguistic and sociocultural factors
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L’éducation inclusive comme perspective pour comprendre la mobilisation d’écoles primaires montréalaises qui conjuguent défavorisation et défis relatifs à la diversité ethnoculturelle
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Addressing the Lexical Quality Hypothesis and Language Comprehension in First and Second Language Learners
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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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12 |
Vocabulary Skill of Bilingual Adolescents: The Effects of First Language Background and Language Learning Context
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13 |
Differentiating Reading Comprehension Skill Mastery Patterns of Immigrant and Domestic Students of Various Home Language Environment
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14 |
Reading Strategies of Good and Average Bilingual Readers of Chinese and Spanish Backgrounds
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15 |
The Concurrent and Longitudinal Relationships between Orthographic Processing and Spelling in French Immersion Children
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Abstract:
We examined the relationship between orthographic processing and spelling in French immersion children. Study 1 included 148 first graders and they were assessed on orthographic processing and spelling in English and French. In Study 2, we followed 69 second graders for two years. Orthographic processing and spelling in English and French were administered in second and third grade. In Study 3, we analyzed the spelling errors made by the third graders in Study 2. In Study 1, we found a within-language relationship in English and French between orthographic processing and spelling. Cross-language transfer from French orthographic processing to English spelling was also observed. In Study 2, Grade 2 English spelling predicted gains in Grade 3 English and French orthographic processing. Study 3 showed that children made transfer errors when spelling in English and French. Overall, the current research highlights the importance of orthographic processing and spelling in French immersion children.
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Keyword:
0282; 0525; Bilingualism; Cross-language transfer; French immersion; Literacy; Orthographic processing; Second language learning; Spelling
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URL: http://hdl.handle.net/1807/65527
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Reading Comprehension in Adolescent Bilinguals Learning English as a Second Language
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Une étude multicas des pratiques de soutien des enseignants du primaire auprès d’élèves immigrants
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18 |
Differences in Reading Strategies and Differential Item Functioning on PCAP 2007 Reading Assessment
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Narrative Writing in Native English and ESL Learners: Developmental Trajectories and Predictors
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Teacher Training In A Proactive Approach To Classroom Behaviour Management: Teacher and Student Outcomes
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