This longitudinal study examined the relative contributions of word reading accuracy, word reading fluency and linguistic comprehension to reading comprehension from Grade 1 to Grade 2 in Canadian children who speak French as an L2. French is an opaque orthography but it is more consistent in how graphemes are mapped to phonemes than English. A total of 183 Non-Francophone children enrolled in French immersion programs in Canada (M = 80.91, SD = 3.61) were followed for one year from Grade 1 to Grade 2. The participants completed French measures of word reading accuracy, fluency, receptive vocabulary, and reading comprehension in each grade. The results showed that word reading fluency was a significant predictor of reading comprehension in both Grades 1 and 2. Additionally, word reading accuracy, word reading fluency and vocabulary all contributed to reading comprehension in Grades 1 and 2 and the magnitude of the contribution of each component remained similar across the two grades. Our findings provide support to the SVR model in young French L2 learners and highlight the importance of word reading fluency in reading comprehension in French.

这项纵向研究检查了以法语为 L2 的加拿大儿童从 1 年级到 2 年级的单词阅读准确性、单词阅读流畅性和语言理解对阅读理解的相对贡献。法语是不透明的正字法，但在字素映射到音素的方式上比英语更一致。共有 183 名在加拿大参加法语沉浸式课程的非法语儿童（M = 80.91，SD = 3.61）从一年级到二年级被跟踪了一年。 ，以及每个年级的阅读理解能力。结果表明，单词阅读流畅度是 1 年级和 2 年级阅读理解的显着预测因子。此外，单词阅读准确性、单词阅读流畅度和词汇量都对 1 年级和 2 年级的阅读理解有影响，并且每个因素的贡献程度都不同。两个等级的成分保持相似。