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Direct linkThibeault, Joël; Matheson, Ian A. – Canadian Modern Language Review, 2020
This study explores the cross-linguistic reading strategies that 16 Grade 3-4 French immersion pupils schooled in Saskatchewan used while reading two types of dual-language children's books: translated and integrated. In the first type, the same text appears in both French and English, whereas in the second one, English and French are integrated…
Descriptors: Childrens Literature, Transfer of Training, Reading Strategies, Grade 3
Peer reviewedMarrie, Barbara; Netten, Joan E. – Canadian Modern Language Review, 1991
A study investigated the communication strategies used by successful and less successful early French immersion learners by analysis of the use of 10 specific communication strategies. Results show effective communicators used virtually all strategies, with more achievement than reduction strategies; less effective communicators used fewer…
Descriptors: Age Differences, Classification, Communicative Competence (Languages), Elementary Education
Peer reviewedNoonan, Brian; And Others – Canadian Modern Language Review, 1997
A study compared grade-three reading skills of two matched samples (n=47) of French immersion students: one group introduced to beginning reading in French and the other in English. Results showed no significant differences between the groups. They imply a need for better understanding of factors affecting bilingual proficiency, proficiency…
Descriptors: English, French, Grade 3, Immersion Programs
Peer reviewedTurnbull, Miles; Lapkin, Sharon; Hart, Doug – Canadian Modern Language Review, 2001
Compares immersion and non-immersion students' results on provincial Grade 3 tests in Ottawa in 1998-99. Explores the results by immersion type--according to the grade at which English literacy instruction is introduced, and the proportion of instructional time in English. Results corroborate those of large-scale evaluation studies of French…
Descriptors: Comparative Analysis, Foreign Countries, Grade 3, Immersion Programs
Peer reviewedDank, Marion; McEachern, William – Canadian Modern Language Review, 1979
Describes an experiment which sought to determine what oral reading strategies were operating in the oral reading of primary French immersion children as compared to those in a traditional English language program. (AM)
Descriptors: English, French, Grade 3, Immersion Programs
