Lire en Français: Cross-Linguistic Effects of Reading Fluency Interventions in French Immersion Programs

• Published in: Canadian journal of school psychology Vol. 34; no. 2; pp. 113 - 132
• Main Authors: Archambault, Catherine, Mercer, Sterett H., Cheng, Michèle P., Saqui, Sonja
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.06.2019; SAGE PUBLICATIONS, INC
• Subjects: Bilingual education; Bilingual Students; Bilingualism; Educational psychology; Elementary School Students; Emergent Literacy; English (Second Language); English language; Fluency; Foreign Countries; French; French as a second language; French language; Grade 3; Immersion Programs; Intelligence Tests; Intervention; Language proficiency; Oral Reading; Outcomes of Education; Reading ability; Reading comprehension; Reading Fluency; Reading Improvement; Reading Skills; Reading Tests; Second Language Programs; Studies; Teaching Methods; Transfer of Training; Canada; research methods; elementary school; disciplines and subjects; multiliteracies/multilingualism; reading; language and literacy; single-subject/small N; participants
• ISSN: 0829-5735; 2154-3984
• DOI: 10.1177/0829573518757790

Research on the development of reading skills in bilingual students suggests that reading skills develop interdependently across languages. The current study examined the effects of a French reading fluency intervention on the French and English reading skills of three Grade 3 students attending a French immersion program using a concurrent multiple baseline across participants single-case design. Results indicate that the intervention produced improvements in French reading fluency on instructional passages during intervention sessions and generalized improvements in English reading fluency skills. These findings provide additional support for the transferability of reading skills across languages.