Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| At Risk Students | 1 |
| Elementary School Students | 1 |
| English | 1 |
| Foreign Countries | 1 |
| French | 1 |
| Grade 1 | 1 |
| Immersion Programs | 1 |
| Instructional Effectiveness | 1 |
| Intervention | 1 |
| Literacy | 1 |
| Phonological Awareness | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 1 | 1 |
| Primary Education | 1 |
Audience
Location
| Canada (Montreal) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Wide Range Achievement Test | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkCôté, Marie-France; Savage, Robert; Petscher, Yaacov – Scientific Studies of Reading, 2021
This study explored the impact of a supplemental reading intervention delivered in English in Grade 1 on the performance of at-risk children educated in French Immersion schools. The intervention contrasted "Direct Mapping and Set-for-Variability" with a "Common and Best Practices" taught control condition in a matched…
Descriptors: English, French, Immersion Programs, Grade 1
