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…

In the first study of this series, it was found that children who have difficulty in primary French immersion are distinct from children having a primary reading disability, minimal brain dysfunction, hyperactivity or primary emotional disturbance. The present study was undertaken in order to cross-validate the findings of the first study, to…