Abstract
The purpose of this study was to increase the English Reading comprehension skills for lowerability students in Late French Immersion (LFI) through the use of Direct Instruction (DI) French Literacy support. The investigation was conducted in a semi-urban school district in British Columbia, Canada. The setting was a middle school operating a Grade 6-8 LFI program and the study occurred at the Grade 7 level, comprised of 82 students. The effects of DI French Literacy support were evaluated by a pretest-posttest quasi-experimental design. Lower-ability students demonstrated improved English Reading comprehension skills. The study illustrates that lower-ability students, who are atrisk, can attain proficient English Literacy skills while remaining in a Late French Immersion program. (
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