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Semeniuk, Miriam C. – 2001
This study used the think-aloud methodology on six Canadian fourth graders to promote the use of reading strategies in their first and second languages as part of a bilingual process-based remedial reading program. Students' English and French reading levels were established at baseline and reexamined at the end of the intervention. Pre- and…
Descriptors: Bilingual Students, Error Analysis (Language), Foreign Countries, French
