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. (
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
More From: Literacy Information and Computer Education Journal
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.