A 3-year longitudinal investigation of the overlap and stability of English and French word reading difficulties in French immersion children

IF 2.1 3区教育学 Q1 EDUCATION, SPECIAL

Annals of Dyslexia Pub Date : 2022-07-25 DOI:10.1007/s11881-022-00265-1

Sharry Shakory, Klaudia Krenca, Stefka H. Marinova-Todd, Xi Chen

{"title":"A 3-year longitudinal investigation of the overlap and stability of English and French word reading difficulties in French immersion children","authors":"Sharry Shakory, Klaudia Krenca, Stefka H. Marinova-Todd, Xi Chen","doi":"10.1007/s11881-022-00265-1","DOIUrl":null,"url":null,"abstract":"<div><p>Extensive research has demonstrated the importance of struggling reader identification in monolingual children Compton et al. (<i>Journal of Educational Psychology, 102</i>, 327–340, 2010). However, very few studies have explored identification of struggling readers in bilinguals. The aim of this study was to investigate (1) the overlap of word reading difficulties in English and French, (2) the difference in overlap when word reading fluency skills are included in struggling reader classification, and (3) the stability of English and French word reading profiles. A total of 169 French immersion children were followed from grades 1 to 3. Standardized measures of English and French word reading accuracy and fluency were administered every year to classify status as a bilingual typical reader, bilingual struggling reader, English struggling reader, or French struggling reader. Chi-square analyses were conducted to assess the overlap between English and French word reading difficulties and stability of word reading profiles from grades 1 to 3. Results indicated that struggling reader classification using both word reading accuracy and fluency as opposed to accuracy alone captured bilingual reading difficulties (difficulties in both languages) more accurately. Across all grades, there was a significant relationship between being a struggling reader in English and being a struggling reader in French, with the percentage of overlap ranging from 56 to 82%. Moreover, being a bilingual struggling reader in grade 1 was significantly related to being a bilingual struggling reader in grades 2 and 3. These findings suggest that English-French bilingual children with reading impairments have significant and persistent deficits in both languages.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"73 1","pages":"53 - 72"},"PeriodicalIF":2.1000,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11881-022-00265-1.pdf","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Annals of Dyslexia","FirstCategoryId":"95","ListUrlMain":"https://link.springer.com/article/10.1007/s11881-022-00265-1","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 1

Abstract

Extensive research has demonstrated the importance of struggling reader identification in monolingual children Compton et al. (Journal of Educational Psychology, 102, 327–340, 2010). However, very few studies have explored identification of struggling readers in bilinguals. The aim of this study was to investigate (1) the overlap of word reading difficulties in English and French, (2) the difference in overlap when word reading fluency skills are included in struggling reader classification, and (3) the stability of English and French word reading profiles. A total of 169 French immersion children were followed from grades 1 to 3. Standardized measures of English and French word reading accuracy and fluency were administered every year to classify status as a bilingual typical reader, bilingual struggling reader, English struggling reader, or French struggling reader. Chi-square analyses were conducted to assess the overlap between English and French word reading difficulties and stability of word reading profiles from grades 1 to 3. Results indicated that struggling reader classification using both word reading accuracy and fluency as opposed to accuracy alone captured bilingual reading difficulties (difficulties in both languages) more accurately. Across all grades, there was a significant relationship between being a struggling reader in English and being a struggling reader in French, with the percentage of overlap ranging from 56 to 82%. Moreover, being a bilingual struggling reader in grade 1 was significantly related to being a bilingual struggling reader in grades 2 and 3. These findings suggest that English-French bilingual children with reading impairments have significant and persistent deficits in both languages.

查看原文本刊更多论文

法语儿童英语和法语单词阅读困难重叠和稳定性的3年纵向调查

广泛的研究已经证明了单语儿童难以识别读者的重要性。Compton等人（《教育心理学杂志》，102327–3402010）。然而，很少有研究探讨双语读者的识别问题。本研究的目的是调查（1）英语和法语单词阅读困难的重叠，（2）当单词阅读流利性技能被纳入困难读者分类时重叠的差异，以及（3）英语和法国单词阅读档案的稳定性。共有169名沉浸在法语中的儿童从一年级到三年级接受了跟踪调查。每年对英语和法语单词阅读准确性和流利性进行标准化测量，将其分类为双语典型读者、双语困难读者、英语困难读者或法语困难读者。卡方分析旨在评估英语和法语单词阅读困难之间的重叠以及1-3年级单词阅读档案的稳定性。结果表明，与单独使用准确性相比，同时使用单词阅读准确性和流利性的困难读者分类更准确地捕捉了双语阅读困难（两种语言的困难）。在所有年级中，英语阅读困难和法语阅读困难之间存在显著关系，重叠比例从56%到82%不等。此外，一年级的双语困难读者与二年级和三年级的双语困境读者显著相关。这些发现表明，有阅读障碍的英法双语儿童在两种语言方面都存在显著且持续的缺陷。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Annals of Dyslexia Multiple-

CiteScore

4.90

自引率

8.70%

发文量

期刊介绍： Annals of Dyslexia is an interdisciplinary, peer-reviewed journal dedicated to the scientific study of dyslexia, its comorbid conditions; and theory-based practices on remediation, and intervention of dyslexia and related areas of written language disorders including spelling, composing and mathematics. Primary consideration for publication is given to original empirical studies, significant review, and well-documented reports of evidence-based effective practices. Only original papers are considered for publication.