ENGLISH READING WITHIN THE FRENCH IMMERSION PROGRAM: A COMPARISON OF THE EFFECTS OF THE INTRODUCTION OF ENGLISH READING AT DIFFERENT GRADE LEVELS

A. McDougall, Maggie Bruck

Research output: Contribution to journalArticlepeer-review

Abstract

The focus of the study was the French immersion program in Quebec, in which English reading is introduced in some schools at the Grade 2 level, and in some at the Grade 3 level. The hypothesis that delaying the introduction of reading in English until Grade 3 would improve English reading skills was tested. The stage at which English reading was first taught was found not to affect reading grade level as measured by an individual reading test. Reasons were discussed for the final recommendation that English reading be delayed until Grade 3.

Original languageEnglish (US)
Pages (from-to)37-43
Number of pages7
JournalLanguage Learning
Volume26
Issue number1
DOIs
StatePublished - 1976
Externally publishedYes

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

Fingerprint Dive into the research topics of 'ENGLISH READING WITHIN THE FRENCH IMMERSION PROGRAM: A COMPARISON OF THE EFFECTS OF THE INTRODUCTION OF ENGLISH READING AT DIFFERENT GRADE LEVELS'. Together they form a unique fingerprint.

Cite this