Paired reading with iPads in the grade 6 French immersion classroom

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dc.contributor.author Dorion, Charlotte Lucy Hesione
dc.date.accessioned 2015-06-03T17:31:48Z
dc.date.available 2015-06-03T17:31:48Z
dc.date.copyright 2015 en_US
dc.date.issued 2015-06-03
dc.identifier.uri http://hdl.handle.net/1828/6221
dc.description.abstract This project was prompted by observed difficulties in L2 reading and comprehension for grade 6 French Immersion students. The literature on L2 reading was reviewed, and evidence was found for a threshold of vocabulary and of competence in language below which students may not benefit from silent reading. A review of the literature on reading aloud with a partner suggested that it may increase comprehension, and the literature on iPads suggested that they may be a useful tool for increasing engagement in reading. Based on these findings, friendship-based pairs read aloud to one another and recorded a response to what they had read on an iPad on a weekly basis for a school year. This paired reading activity seemed to lead to elevated levels of motivation and engagement evidenced by the students’ increased comprehension and spontaneous use of play and role play. en_US
dc.language.iso en en_US
dc.rights Available to the World Wide Web en_US
dc.rights.uri http://creativecommons.org/publicdomain/zero/1.0/ *
dc.subject French Immersion en_US
dc.subject iPads en_US
dc.subject Paired Reading en_US
dc.subject Reading in French Immersion en_US
dc.title Paired reading with iPads in the grade 6 French immersion classroom en_US
dc.type project en_US
dc.contributor.supervisor Tobin, Ruthanne
dc.degree.department Department of Curriculum and Instruction en_US
dc.degree.level Master of Education M.Ed. en_US
dc.description.scholarlevel Graduate en_US

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