Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 3 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Chen, Xi | 2 |
| Ballinger, Susan | 1 |
| Deacon, S. Hélène | 1 |
| Geva, Esther | 1 |
| Gottardo, Alexandra | 1 |
| Koh, Poh Wee | 1 |
| Krenca, Klaudia | 1 |
| Sohail, Juwairia | 1 |
| Sorenson Duncan, Tamara | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
| Tests/Questionnaires | 1 |
Education Level
| Early Childhood Education | 3 |
| Elementary Education | 3 |
| Primary Education | 3 |
| Grade 1 | 2 |
| Grade 3 | 1 |
Audience
Location
| Canada | 3 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkSohail, Juwairia; Sorenson Duncan, Tamara; Koh, Poh Wee; Deacon, S. Hélène; Chen, Xi – Reading and Writing: An Interdisciplinary Journal, 2022
This study evaluates the extent to which syntactic awareness contributes to reading comprehension in English-French bilinguals, considering both the potential for a direct relation, as well as an indirect one, through word reading. Participants were 146 first-grade students enrolled in early French immersion programs in Canada. While the children…
Descriptors: French, Syntax, Metalinguistics, Immersion Programs
Krenca, Klaudia; Gottardo, Alexandra; Geva, Esther; Chen, Xi – Annals of Dyslexia, 2020
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.…
Descriptors: French, Dyslexia, English, Native Language
Ballinger, Susan – International Multilingual Research Journal, 2017
Previous studies have shown that immersion students tend to speak the majority language during peer interactions, regardless of the language of instruction or their dominant language. Researchers have argued that the societal status of the majority language presents an obstacle to providing equitable support for both languages of instruction. To…
Descriptors: Peer Relationship, Language Usage, Second Language Learning, Second Language Instruction
