This study examined whether the assessment of executive function (EF) added a unique contribution to second language (L2) reading comprehension in children in French immersion. Participants were 8- to 9-year old children who completed a collection of measures assessing French reading (i.e., word reading, decoding, and reading comprehension ) and…

The aim of this project was to identify factors contributing to cross-language semantic preview benefits. In Experiment 1, Russian-English bilinguals read English sentences with Russian words presented as parafoveal previews. The gaze-contingent boundary paradigm was used to present sentences. Critical previews were cognate translations of the…

This study evaluates the extent to which syntactic awareness contributes to reading comprehension in English-French bilinguals, considering both the potential for a direct relation, as well as an indirect one, through word reading. Participants were 146 first-grade students enrolled in early French immersion programs in Canada. While the children…

This article focuses on one aspect of a literacy research project: how reading and language enable embodied processes that allow for fluidity and becomings outside of the static, molar normative discourse in society and consequently in language education. I explain how one research participant continues becoming outside of white settler-colonial…

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…

The current study investigated whether shared phonology across languages activates cross-language meaning when reading in context. Eighty-five bilinguals read English sentences while their eye movements were tracked. Critical sentences contained English members of English-French interlingual homophone pairs (e.g., "mow"; French homophone…

These two studies examined the processes underlying English and Chinese word reading in Chinese-English bilinguals in relation to their experiences with their second language (L2), as determined by length of time in an English-speaking environment. Phonological awareness, morphological awareness and vocabulary measures were administered in English…

This study examined cross-language transfer of word reading accuracy and word reading fluency in Spanish-English and Chinese-English bilinguals. Participants included 51 Spanish-English and 64 Chinese-English bilinguals. Both groups of children completed parallel measures of phonological awareness, rapid automatized naming, word reading accuracy,…

The role and importance of reading in second language vocabulary learning have been discussed by many researchers because of the richness and variety of vocabulary in written texts compared to oral discourse (Horst, 2005; Nation, 2001). However, despite the recent increase of studies in this field, there are very few studies focusing on…

This document (two manuals combined) offers a practical, straightforward means of evaluating the reading level of students in French immersion classes at the elementary level. The evaluator's manual features a good review of the relevant publications in the field and provides clear, detailed descriptions of each of three reading levels, the…

The reading skill development of anglophone kindergarten children in French immersion programs in Canada is the subject of the two papers included in this document. The first paper describes a study that examined the English reading ability of both kindergarten and first grade children in immersion programs and compared the results with those of…

Five articles on issues associated with French immersion approaches and bilingual education within the Canadian educational system are presented. Topics include attitudes, impacts, children's reading processes, early versus late immersion programs in British Columbia, and a study of writing ability of English-speaking students in French-speaking…