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Cognitive Sensitivity - Investigation of Construct Across Cultures and Settings
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Resettled Syrian Refugee Children in Canada: Oral Language, Literacy and Well-being
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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 LINGUISTIC AND READING SKILLS OF ENGLISH LANGUAGE LEARNERS AT-RISK FOR POOR READING COMPREHENSION: PROFILES AND PREDICTORS
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The Development of English and Arabic Language and Literacy Skills of Syrian Refugee Children and Youth in Canada
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Développement du langage communicatif chez les autistes qui ont expérimenté une régression langagière en bas âge
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Children's Comprehension of Implicit Messages to Interpret Ambiguous Requests
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The Direct and Indirect Effects of Syntactic Awareness on French Reading Comprehension in French Immersion Students
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Using the Simple View of Reading to Examine Reading Comprehension Proficiency in Youth With and Without Attention Deficit Hyperactivity Disorder
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A Novel Methodology for Assessing Children's Heart Rate and Stress
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Becoming bilingual readers: Examining orthographic processing in learning to read English and French
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Specific needs in literacy & language learning of refugee children: A comparison of German and Canadian Syrian refugee families
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Preschool Socio-cognitive and Language Development in the Context of the Sibling Environment
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Analyse comparative de la description du suspect lors d’entrevues d’enquête policière avec des enfants victimes d’agressions sexuelles
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Guilt in Childhood: Intersections with Regulatory Functioning and Implications for Aggression
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The Role of Facial Movements in Face Processing and its Development
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Understanding the Language Bases of Poor Reading Comprehension in English and French
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| 19 |
Réactions des bébés au chant et à la parole : impacts sur l’attention et l’affect
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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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