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    • Applied Psychology and Human Development (5)
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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 – 5 of 5 1 Literacy Development in Canadian French Immersion Students: The Role of Oral Language Krenca, Klaudia. - 2020 BASE Show details 2 The Successes and Challenges of Syrian Refugee Families in Canada: A Follow-Up Study Shamim, Abir. - 2019 BASE Show details 3 Becoming bilingual readers: Examining orthographic processing in learning to read English and French Chung, Sheila Cira. - 2018 Abstract: This dissertation is comprised of three studies examining the role of orthographic processing in word reading among children enrolled in Canadian French immersion programs. Print awareness, as well as lexical and sublexical aspects of orthographic processing were examined. Study 1 evaluated the within- and cross-language relations between print awareness and word reading among 92 emergent readers from senior kindergarten to Grade 1. Concurrently, there was a within-language relation between English print awareness and English word reading; there was also a cross-language relation between English print awareness and French word reading in senior kindergarten. Longitudinally, English print awareness in senior kindergarten predicted progress in French word reading in Grade 1, but not in English. These results suggest that print awareness measured in the dominant language can be used to predict word reading development in emergent bilingual readers attending French immersion. Study 2 investigated the development of early knowledge of print conventions and its within- and cross-language relations to early word reading skills with the same sample as Study 1 from senior kindergarten to Grade 1. Results revealed a systematic development of knowledge in several aspects of print from senior kindergarten to Grade 1 in both English and French. Hierarchical linear analyses revealed significant within-language relations between print convention knowledge in kindergarten and word reading in both English and French. Across languages, English print convention knowledge in senior kindergarten predicted progress in French word reading in Grade 1; French print convention knowledge in senior kindergarten was not correlated with progress in English word reading in Grade 1. Finally, Study 3 investigated the predictors of English and French word reading in 69 children from first through third grade. The role of phonological awareness, orthographic processing (both lexical and sublexical), and vocabulary knowledge in English and French on the achievement and growth of word reading in the two languages were evaluated with growth curve analyses. Results showed that Grade 1 measures of English phonological awareness and orthographic processing predicted Grade 3 English word reading achievement; English orthographic processing in Grade 1 also predicted growth in English word reading in Grade 3. French phonological awareness and orthographic processing in Grade 1 predicted French word reading achievement in Grade 3. Additionally, at-risk readers (n = 6) identified in Grade 1 generally fell behind their typically-developing peers across all measures, although evidence of improvement emerged over time. Taken together, these studies suggest that orthographic processing is a key predictor of word reading in emergent bilingual readers. ; Ph.D. Keyword: 0620; bilingualism; orthographic processing; reading URL: http://hdl.handle.net/1807/91866 BASE Hide details 4 Lexical Knowledge and Bilingual Reading: Within- and Cross-language Associations of Paradigmatic and Syntagmatic Knowledge in English and Mandarin Koh, Poh Wee. - 2017 BASE Show details 5 Vocabulary Skill of Bilingual Adolescents: The Effects of First Language Background and Language Learning Context Karen Au-Yeung, Kin Man. - 2016 BASE Show details

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