Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 2 |
| Since 2016 (last 10 years) | 6 |
| Since 2006 (last 20 years) | 6 |
Descriptor
| French | 6 |
| Immersion Programs | 6 |
| Word Recognition | 6 |
| Elementary School Students | 5 |
| English | 5 |
| Grade 1 | 5 |
| Second Language Learning | 5 |
| Grade 2 | 4 |
| Phonological Awareness | 4 |
| Foreign Countries | 3 |
| Longitudinal Studies | 3 |
| More ▼ | |
Source
| Reading and Writing: An… | 2 |
| Scientific Studies of Reading | 2 |
| Developmental Psychology | 1 |
| Topics in Language Disorders | 1 |
Author
| Chen, Xi | 6 |
| Chung, Sheila Cira | 3 |
| Deacon, S. Hélène | 3 |
| Hipfner-Boucher, Kathleen | 2 |
| D'Angelo, Nadia | 1 |
| Deacon, S. Helene | 1 |
| Geva, Esther | 1 |
| Koh, Poh Wee | 1 |
| Koh, PohWee | 1 |
| Lam, Katie | 1 |
| Pasquarella, Adrian | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 6 |
| Reports - Research | 6 |
| Tests/Questionnaires | 1 |
Education Level
| Elementary Education | 5 |
| Grade 1 | 5 |
| Early Childhood Education | 4 |
| Primary Education | 4 |
| Grade 2 | 3 |
| Grade 3 | 2 |
| Kindergarten | 1 |
Audience
Location
| Canada | 3 |
Laws, Policies, & Programs
Assessments and Surveys
| Peabody Picture Vocabulary… | 2 |
| Woodcock Johnson Tests of… | 2 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkChung, Sheila Cira; Koh, PohWee; Chen, Xi; Deacon, S. Hélène – Reading and Writing: An Interdisciplinary Journal, 2023
Orthographic knowledge is predicted to be central in the process of children's reading development. We examined both the temporal order between orthographic knowledge and each of word reading and word spelling--effectively, which predicts which by including autoregressive controls--and cross-linguistic transfer between English and French for our…
Descriptors: Elementary School Students, Grade 1, Grade 2, Bilingual Students
Chung, Sheila Cira; Geva, Esther; Chen, Xi; Deacon, S. Helene – Scientific Studies of Reading, 2021
Models of reading development point to a role for knowledge about the orthography quite late in children's reading development; here we explore the contributions of early orthographic knowledge -- of the features of print -- to word reading development between kindergarten and Grade 1. We did so in a longitudinal study of 93 emergent bilingual…
Descriptors: Reading Processes, Bilingualism, Grade 1, Kindergarten
Lam, Katie; Chen, Xi – Reading and Writing: An Interdisciplinary Journal, 2018
The purpose of the current study was to explore longitudinally the bidirectional cross-language effects between morphological awareness and vocabulary development across English and French over one year. Participants included 81 Grade 1 students and 75 Grade 2 students. All were non-native speakers of French, and demonstrated average English word…
Descriptors: Morphology (Languages), French, Language Skills, Grade 1
Chung, Sheila Cira; Koh, Poh Wee; Deacon, S. Hélène; Chen, Xi – Topics in Language Disorders, 2017
This longitudinal study investigated the predictors of word reading in English and French for 69 children in early total French immersion from first through third grade. The influence of phonological awareness, orthographic processing, and vocabulary in English and French on the achievement and growth of word reading in the 2 languages were…
Descriptors: Longitudinal Studies, Immersion Programs, Predictor Variables, Word Recognition
D'Angelo, Nadia; Hipfner-Boucher, Kathleen; Chen, Xi – Developmental Psychology, 2017
The present study investigated the contribution of morphological and cognate awareness to the development of English and French vocabulary knowledge among young minority and majority language children who were enrolled in a French immersion program. Participating children (n = 75) were assessed in English and French on measures of morphological…
Descriptors: Prediction, French, Vocabulary Development, Morphology (Languages)
Hipfner-Boucher, Kathleen; Pasquarella, Adrian; Chen, Xi; Deacon, S. Hélène – Scientific Studies of Reading, 2016
Cognate awareness is the ability to recognize the cognate relationship between words in two etymologically related languages. The current study examined the development of cognate awareness and its contribution to French (second language) reading comprehension among Canadian French immersion children. Eighty-one students were tested at the end of…
Descriptors: French, Immersion Programs, Grade 2, Elementary School Students
