A longitudinal examination of word reading, transcription, and executive function in early elementary English and French Immersion student populations
| dc.contributor.author | Field, Amanda N. | |
| dc.contributor.supervisor | Harrison, Gina Louise | |
| dc.date.accessioned | 2025-07-11T22:24:03Z | |
| dc.date.available | 2025-07-11T22:24:03Z | |
| dc.date.issued | 2025 | |
| dc.degree.department | Department of Educational Psychology and Leadership Studies | |
| dc.degree.level | Master of Arts MA | |
| dc.description.abstract | The present study examined word reading, transcription, and executive function (EF) sub-measures longitudinally to identify developmental predictors within English and French Immersion (FI) instructional environment groups. The purpose of this study was to address the mediative role of EF in relation to reading and transcription development both within and cross-linguistically. 67 students, including 31 English and 36 FI students participated in the longitudinal study, completing a battery of standardized literacy and cognitive assessment sub-measures at two timepoints, once in Grade 1 and again in Grade 2. Analysis, including descriptive statistics, correlational and predictive analysis, as well as linear regression-based mediation analysis revealed that EFs, specifically shifting and working memory, directly and indirectly mediated the relation between word reading and transcription within the English group. In contrast, no direct and indirect EF mediative relations were identified within the FI group, though working memory was identified as a direct-only non-mediator. Regarding cross-linguistic transfer, English reading did not significantly predict French transcription and there were no noted EF mediation relations between the two variables. These results indicated that Canadian English and FI instructional environment group students may maintain differentiated literacy and cognitive developmental patterns. Moreover, results indicate that cross-linguistic transfer may be significant only once more comprehensive language proficiency has been acquired. | |
| dc.description.scholarlevel | Graduate | |
| dc.identifier.uri | https://hdl.handle.net/1828/22475 | |
| dc.language | English | eng |
| dc.language.iso | en | |
| dc.rights | Available to the World Wide Web | |
| dc.subject | Reading | |
| dc.subject | Writing | |
| dc.subject | Word Reading | |
| dc.subject | Transcription | |
| dc.subject | Executive Function | |
| dc.subject | Working Memory | |
| dc.subject | Shifting | |
| dc.subject | Inhibition | |
| dc.subject | Early Elementary | |
| dc.subject | French Immersion | |
| dc.title | A longitudinal examination of word reading, transcription, and executive function in early elementary English and French Immersion student populations | |
| dc.type | Thesis |