Purpose: Our 1-year longitudinal study tracked the development of cognate awareness among second (L2) and third language (L3) learners of French in French immersion in Grades 1 and 2 to explore the impact of orthographic overlap and cognate status (true vs. false) on children's ability to recognize cognate relationships. We also assessed the…

How the construct of vocabulary is defined remains unclear although multiple theories have been put forth. In light of the lack of empirical work investigating the dimensionality of vocabulary knowledge in Chinese, the present study investigated the factor structure of Chinese print vocabulary in a sample of 111 Taiwanese children in Grades 1 and…

Models of reading development point to a role for knowledge about the orthography quite late in children's reading development; here we explore the contributions of early orthographic knowledge -- of the features of print -- to word reading development between kindergarten and Grade 1. We did so in a longitudinal study of 93 emergent bilingual…

The purpose of the present study was to examine the predictive value of a dynamic test of English and French lexical specificity on at-risk reading classification in 13 at-risk and 44 not at-risk emerging English (L1)-French (L2) bilingual Grade 1 children (M = 75.87 months, SD = 3.18) enrolled in an early French immersion program in Canada.…

This study investigates the within- and cross-language relations between orthographic processing and spelling for children learning to read in languages that share the same Roman script: namely, English and French. We examined these relations in a group of 152 children attending grade 1 in a French immersion program. Measures of English and French…

This longitudinal study investigated the predictors of word reading in English and French for 69 children in early total French immersion from first through third grade. The influence of phonological awareness, orthographic processing, and vocabulary in English and French on the achievement and growth of word reading in the 2 languages were…

The current intervention study investigated the sustained effectiveness of phonological awareness training on the reading development of 16 children in French immersion who were identified as at-risk readers based on grade 1 English measures. The intervention program provided children from three cohorts with supplemental reading in small groups on…

This study examined compound awareness in relation to Chinese children's vocabulary acquisition and character reading. Two aspects of compound awareness were investigated: the ability to identify the head of a compound noun and the ability to construct a new compound word from familiar morphemes. The compound awareness tasks, along with rapid…