This study explores No Child Left Behind's required timetable for English language learners (ELLs) to reach English language proficiency within five years, as outlined in the Annual Measurable Achievement Outcomes (AMAOs), despite the lack of research evidence to support this as a reasonable expectation. Analysis was conducted on the archived data…

A two-year study of learning disabilities found in association with French immersion programs indicates that children encountering difficulty in primary French immersion programs have a specific learning disability characterized by a pattern suggesting a maturational lag in the temporal lobe regions of the brain. (JMF)

Three case studies of children with specific learning disabilities who were switched out of French immersion programs are presented to provide background for the development of hypotheses for future study regarding the advisability of switching. (JMF)

A discussion of a project in Quebec in which language disabled children are not switched out of immersion programs but are provided with remedial instruction within these programs. The students develop facility in their first language, learn basic skills, exhibit no exceptional behavioral problems and acquire competency in French. (AMH)

Two questions are addressed: (1) Should immersion programs be offered to all children, and (2) should the child who is experiencing difficulties in immersion be switched to the regular English program? It is felt that there is no definite answer to the first question at present and that the answer to the second is "yes." (AMH)

This paper describes the methodology of a study seeking to determine whether there is evidence that French immersion children with specific reading disability in one language also have the disability in the other language, and learning-disabled readers belong to the same subtype in both languages. (Author/JDD)

Studies on reading comprehension for bilingual students are reviewed to examine the importance of first-language mastery prior to second-language acquisition. Immersion program factors analyzed include automaticity, plateau effects, need for a variety of sociolinguistic settings, oral facility versus cognitive academic linguistic abilities, and…

Thirty-two children who experienced difficulty in primary French immersion were compared to seven other groups of children matched for age and sex on a wide variety of language, perceptual, academic achievement, memory, motor, sensory and other tests to determine if there was anything unique in the profile of this group. The comparison groups…

This preliminary report describes an ongoing investigation begun in September 1970 of how Anglophone children with language-learning disabilities fare in French immersion programs. Their progress has been followed from Kindergarten to Grade 3, with positive preliminary results. The children have learned to read in both English and French; their…