一年级学生英语和法语读写能力的跨语言迁移

IF 2.9 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Scientific Studies of Reading Pub Date : 2020-10-15 DOI:10.1080/10888438.2020.1817027

Marie-France Côté, R. Savage, Y. Petscher

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引用次数: 2

摘要

摘要本研究探讨了一年级英语补充阅读干预对在法语浸入式学校接受教育的高危儿童表现的影响。在一个匹配的准实验设计中，干预将“直接映射和变异性集”与“通用和最佳实践”教授的控制条件进行了对比。为了测试跨语言迁移的说法，在干预前后对英语和法语单词阅读进行了测量。层次线性模型分析证实，与控制条件相比，干预条件下的儿童在英语和法语常规、例外和假词阅读的后测中表现出更好的表现。本文所示的干预对法语单词和假词阅读的跨语言影响为双语阅读发展中的迁移因果模型提供了部分支持。

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Cross Linguistic Transfer of Literacy Skills between English and French among Grade 1 Students Attending French Immersion Programs

ABSTRACT This study explored the impact of a supplemental reading intervention delivered in English in Grade 1 on the performance of at-risk children educated in French Immersion schools. The intervention contrasted “Direct Mapping and Set-for-Variability” with a “Common and Best Practices” taught control condition in a matched quasi-experimental design. To test claims of cross-linguistic transfer, measures of English and French word reading were administered before and after intervention. Hierarchical linear modeling analyses confirmed that children in the intervention condition showed improved performance at posttest on measures of English and French regular, exception, and pseudoword reading compared to the control condition. Intervention-specific cross language effects on French word and pseudoword reading shown here provide partial support for causal models of transfer in bilingual reading development.

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来源期刊

Scientific Studies of Reading Multiple-

CiteScore

7.20

自引率

2.70%

发文量

期刊介绍： This journal publishes original empirical investigations dealing with all aspects of reading and its related areas, and, occasionally, scholarly reviews of the literature, papers focused on theory development, and discussions of social policy issues. Papers range from very basic studies to those whose main thrust is toward educational practice. The journal also includes work on "all aspects of reading and its related areas," a phrase that is sufficiently general to encompass issues related to word recognition, comprehension, writing, intervention, and assessment involving very young children and/or adults.