The current study examined cognitive effects of two pathways of second language (L2) acquisition longitudinally in Chinese speakers learning English in an L2-dominant environment. Thirty-nine participants who attended an intensive 10-week English course (L2-instruction group) were compared to 38 participants who attended regular university courses…

This study examined (a) the identification of various reading groups across languages in Chinese (L1) adolescents learning English as a second language (ESL), in terms of their word-reading and reading comprehension skills, (b) overlap in reading group membership across languages, and (c) the performance of the various reading groups on…

Research on the development of reading skills in bilingual students suggests that reading skills develop interdependently across languages. The current study examined the effects of a French reading fluency intervention on the French and English reading skills of three Grade 3 students attending a French immersion program using a concurrent…

This mixed methods study extends findings from a prior study exploring use of increasingly-complex, expository text situated within a five-week interdisciplinary intervention in which first-grade children attending a Sheltered-English (SEI) immersion classroom advanced their conceptual knowledge and academic language approximating levels near or…