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Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/26419

Title: Narrowing the Gap in Early Literacy for French Immersion Students: The Effects of a Family Literacy Intervention on Grade 1 Children’s English and French Literacy Development
Authors: Harper, Sarah Nicole
Advisor: Pelletier, Janette
Department: Human Development and Applied Psychology
Keywords: French Immersion
Family Literacy
Issue Date: 28-Feb-2011
Abstract: The study evaluated the effects of a Family Literacy program on Grade 1 French Immersion (FI) children’s language and literacy development. Family Literacy programs aim to encourage parents’ involvement in their children’s early literacy development and are associated with children’s increased performance on measures of early literacy. FI students typically lag behind their English program (EP) peers in English reading. It was hypothesized that a Family Literacy program for FI children would assist them in developing their English and French language and literacy skills. The study involved 71 Grade 1 children. The sample included both FI and EP children and their parents. The FI sample included a group of families who participated in the Family Literacy program and a control group of families who did not receive the intervention. The EP sample acted as a second control group. All children were administered a battery of language and literacy measures in English and in French (FI only) at three time points throughout Grade 1. Results showed that FI children who participated in the program made significantly larger gains in English writing than the FI control group. In addition, findings suggest that gains made by FI children following their participation in the program did not differ from those made by their EP peers who did not attend the program. Qualitative findings provide evidence that FI families who participated in the Family Literacy program increased their engagement in home literacy activities throughout the program, indicating that they adopted the strategies and techniques that were promoted by the program.
URI: http://hdl.handle.net/1807/26419
Appears in Collections:Doctoral

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