ABSTRACT

This study explored the impact of a supplemental reading intervention delivered in English in Grade 1 on the performance of at-risk children educated in French Immersion schools. The intervention contrasted “Direct Mapping and Set-for-Variability” with a “Common and Best Practices” taught control condition in a matched quasi-experimental design. To test claims of cross-linguistic transfer, measures of English and French word reading were administered before and after intervention. Hierarchical linear modeling analyses confirmed that children in the intervention condition showed improved performance at posttest on measures of English and French regular, exception, and pseudoword reading compared to the control condition. Intervention-specific cross language effects on French word and pseudoword reading shown here provide partial support for causal models of transfer in bilingual reading development.

摘要

本研究探讨了 1 年级英语补充阅读干预对在法语浸入式学校教育的高危儿童表现的影响。在匹配的准实验设计中，干预将“直接映射和可变集”与“通用和最佳实践”教学控制条件进行了对比。为了测试跨语言迁移的说法，在干预前后进行了英语和法语单词阅读的测量。分层线性模型分析证实，与对照条件相比，干预条件下的儿童​​在英语和法语常规阅读、例外阅读和伪词阅读方面的后测表现有所提高。