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The Cross-Linguistic Reading Strategies Used by Elementary Students in French Immersion as They Engage with Dual-Language Children's Books
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Thibeault, Joël; Matheson, Ian A. – Canadian Modern Language Review, 2020
This study explores the cross-linguistic reading strategies that 16 Grade 3-4 French immersion pupils schooled in Saskatchewan used while reading two types of dual-language children's books: translated and integrated. In the first type, the same text appears in both French and English, whereas in the second one, English and French are integrated…
Descriptors: Childrens Literature, Transfer of Training, Reading Strategies, Grade 3
Grade 3 Immersion Students' Performance in Literacy and Mathematics: Province-Wide Results from Ontario (1998-99).
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Turnbull, Miles; Lapkin, Sharon; Hart, Doug – Canadian Modern Language Review, 2001
Compares immersion and non-immersion students' results on provincial Grade 3 tests in Ottawa in 1998-99. Explores the results by immersion type--according to the grade at which English literacy instruction is introduced, and the proportion of instructional time in English. Results corroborate those of large-scale evaluation studies of French…
Descriptors: Comparative Analysis, Foreign Countries, Grade 3, Immersion Programs
A Psycholinguistic Description Comparing the Native Language Oral Reading Behavior of French Immersion Students with Traditional English Language Students.
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Dank, Marion; McEachern, William – Canadian Modern Language Review, 1979
Describes an experiment which sought to determine what oral reading strategies were operating in the oral reading of primary French immersion children as compared to those in a traditional English language program. (AM)
Descriptors: English, French, Grade 3, Immersion Programs