Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 2 |
Descriptor
| Immersion Programs | 3 |
| Grade 2 | 2 |
| Bilingual Education | 1 |
| Bilingualism | 1 |
| Case Studies | 1 |
| Chinese | 1 |
| Correlation | 1 |
| Elementary School Students | 1 |
| English | 1 |
| English (Second Language) | 1 |
| French | 1 |
| More ▼ | |
Source
| Journal of Research in Reading | 3 |
Author
| Erdos, Caroline | 1 |
| Genesee, Fred | 1 |
| Georgiou, George K. | 1 |
| Haigh, Corinne A. | 1 |
| Kirby, John | 1 |
| Li, Miao | 1 |
| Rubinstein-Avila, Eliane | 1 |
| Savage, Robert | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Evaluative | 3 |
Education Level
| Elementary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkLi, Miao; Kirby, John; Georgiou, George K. – Journal of Research in Reading, 2011
This study examined the development of rapid automatised naming (RAN) components (i.e. articulation time and pause time) in English and Chinese, and their relations to English reading comprehension, in Chinese English immersion students at Grades 2, 4 and 6. Results indicated that pause time rather than articulation time was highly correlated with…
Descriptors: Reading Comprehension, Instructional Program Divisions, English (Second Language), Language Acquisition
Haigh, Corinne A.; Savage, Robert; Erdos, Caroline; Genesee, Fred – Journal of Research in Reading, 2011
This study investigated the link between phoneme and onset-rime awareness and reading outcomes in children learning to read in a second language (L2). Closely matched phoneme and onset-rime awareness tasks were administered in English and French in the spring of kindergarten to English-dominant children in French immersion programmes (n=98).…
Descriptors: Reading Difficulties, Phonemes, Second Language Learning, Phonological Awareness
Peer reviewedRubinstein-Avila, Eliane – Journal of Research in Reading, 2003
Reports on a case study of face-to-face interaction around and about texts between a second grade dyad in a dual-immersion (English/Portuguese) programme. Reveals multiple pedagogical scaffolds, few of which were unexpected. Concludes that Buddy Reading encouraged the peer readers to acknowledge and draw upon each other's expertise, as they…
Descriptors: Bilingual Education, Case Studies, Grade 2, Immersion Programs
