This study investigated the link between phoneme and onset-rime awareness and reading outcomes in children learning to read in a second language (L2). Closely matched phoneme and onset-rime awareness tasks were administered in English and French in the spring of kindergarten to English-dominant children in French immersion programmes (n=98).…

This report reviews results of research on the outcomes of French immersion students with special educational needs related to low levels of general academic ability and low levels of first language ability (and possibly impairment), as well as those of students with difficulty or who are at risk for difficulty in learning to read. Studies of the…

English-speaking pupils, who had participated since kindergarten in a French immersion program, were compared to French-speaking students and to English-speakers in a regular elementary program which included French instruction. Standardized tests in French, English, and mathematics showed achievement patterns consistent with those reported in…

Describes an investigation of individual differences in French language achievement in a group of first-grade anglophone students attending a total early immersion program. Discusses factors used to predict achievement in French language arts, listening comprehension, and oral production, and analyzes significant correlations. (Author/MES)

A third report on the evaluation of a trilingual school program in French, Hebrew and English being offered in two schools in the Montreal area. The purpose of this evaluation was to continue to monitor the development of the pilot groups in the following areas: French, English, Hebrew and mathematics. (AMH)

Reports the results of a comparative evaluation of an early total immersion program, a delayed immersion program, and an all French program for English-speaking language majority students in Montreal, Canada. (33 references) (Author/OD)

A program of partial (half-day) French immersion in the Cincinnati Public Schools was evaluated in the kindergarten year. The English and French language development of participating native English-speaking children from both working class and middle class backgrounds was assessed. The results indicated that (1) the pupils who spent half of their…

An investigation was undertaken to assess student attitudes toward learning and using French and their reasons for studying it. It was felt that a more thorough investigation of these issues might help to broaden knowledge of some of the non-educational, social consequences of immersion programs. English-speaking students in sixth and eleventh…