This article examines causal attributions of writing performance made by 16-year-old French-speaking Canadian students (N = 3,874). The students are from the French-speaking majority province (Quebec) and minority provinces in Canada (Manitoba, Ontario, New Brunswick, and Nova Scotia). The data came from the School Achievement Indicators Program…

Given the increasing numbers of ESL students in Canadian classrooms, this study investigated how teachers of mainstream classes assess the written work of ESL students and whether they use different assessment strategies for ESL versus non-ESL students. Interviews were conducted with seven mainstream teachers from a private high school in Ontario.…

A study investigated the functional relationship that exists when mental ability and language competence are separately and simultaneously measured with regard to their influence on the effective treatment of verbal information. Data were gathered from 100 men and women, aged 20-60, who were tested for language competence, reading comprehension,…

This study compared the inclusive PIER program (French acronym for program intervention with at risk students), which was implemented in 13 third grade classes in Quebec (Canada) and compared with 13 third grade classes using a traditional resource room pull-out program over the course of a full school year. A total of 165 at-risk and 441 non…