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Predictors of Grade 3 French immersion students' reading comprehension: The role of morphological awareness, vocabulary and second language cultural knowledge - Couverture souple

Denizot, Dr. Isabelle

 
9783639304930: Predictors of Grade 3 French immersion students' reading comprehension: The role of morphological awareness, vocabulary and second language cultural knowledge
Couverture souple
ISBN 10 : 3639304934 ISBN 13 : 9783639304930
Editeur : VDM Verlag Dr. Müller, 2010

Synopsis

Research findings point to reading comprehension as an important mediator of academic achievement for French immersion students (Hogan, Catts, & Little, 2005). This research investigated the best predictors of word reading and reading comprehension in French as a second language in 72 Grade 3 students of an early French immersion programme. Results from hierarchical regression analyses showed that phonological awareness and spelling predicted word reading, whereas morphological awareness predicted reading comprehension of isolated sentences. Reading comprehension of a narrative text with more familiar cultural emphasis was predicted by receptive vocabulary (ÉVIP). Reading comprehension of a narrative text with less familiar cultural emphasis was predicted by second language cultural knowledge, followed by morphological awareness. However, participants perceived the culturally more familiar passage easier and perceived the culturally less familiar passage as more engaging. Thus, results from the study appear to confirm that reading is an interactive compensatory process. Several theoretical, pedagogical and programme development implications are drawn from the present research.

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Présentation de l'éditeur

Research findings point to reading comprehension as an important mediator of academic achievement for French immersion students (Hogan, Catts, & Little, 2005). This research investigated the best predictors of word reading and reading comprehension in French as a second language in 72 Grade 3 students of an early French immersion programme. Results from hierarchical regression analyses showed that phonological awareness and spelling predicted word reading, whereas morphological awareness predicted reading comprehension of isolated sentences. Reading comprehension of a narrative text with more familiar cultural emphasis was predicted by receptive vocabulary (ÉVIP). Reading comprehension of a narrative text with less familiar cultural emphasis was predicted by second language cultural knowledge, followed by morphological awareness. However, participants perceived the culturally more familiar passage easier and perceived the culturally less familiar passage as more engaging. Thus, results from the study appear to confirm that reading is an interactive compensatory process. Several theoretical, pedagogical and programme development implications are drawn from the present research.

Biographie de l'auteur

Dr. Isabelle Denizot is a Sessional Lecturer in Language and Literacy Education at the University of British Columbia in Vancouver, Canada. She has authored a number of articles on reading comprehension of French immersion students in Canada. Her fields of interest are French and second languages, Immersion education and literacy.

Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.

Éditeur
VDM Verlag Dr. Müller
Date d'édition
2010
Langue
anglais
ISBN 10 
3639304934
ISBN 13 
9783639304930
Reliure
Broché
Nombre de pages
244
Coordonnées du fabricant
non disponible
Personne responsable
non disponible