At-Risk Readers in French Immersion: Early Identification and Early Intervention
Abstract The present study analyses the impact of phonological awareness instruction on the reading achievement of at-risk Grade 1 readers enrolled in an early French immersion program. Twenty-nine children from diverse linguistic backgrounds participated in the study. At-risk readers were identi...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Carleton University
2010-12-01
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| Series: | Canadian Journal of Applied Linguistics |
| Subjects: | |
| Online Access: | https://journals.lib.unb.ca/index.php/CJAL/article/view/19887 |