Contribution of English oral vocabulary knowledge to reading development in grade 1 French immersion students
| dc.contributor.author | Coppard, Margarita | |
| dc.contributor.supervisor | Harrison, Gina Louise | |
| dc.date.accessioned | 2025-04-29T22:40:23Z | |
| dc.date.available | 2025-04-29T22:40:23Z | |
| dc.date.issued | 2025 | |
| dc.degree.department | Department of Educational Psychology and Leadership Studies | |
| dc.degree.level | Master of Arts MA | |
| dc.description.abstract | Understanding the role of oral language skills both within and across languages in supporting reading comprehension is critical. However, few studies have assessed the generalizability of the Simple View of Reading to early French Immersion using a complex measure of French listening comprehension. Additionally, most research on the cross-linguistic influence of English vocabulary knowledge on French reading development has focused on word-reading skills. The present study sought to examine how French listening comprehension, as an integral measure of oral language skills, contributes to reading development in Grade 1 French immersion students. It also examines the role of English oral vocabulary knowledge in supporting reading at both the word- and text-levels, and the mechanisms underlying cross-linguistic transfer. A sample of 61 Grade 1 French immersion students completed a battery of standardized French measures assessing listening comprehension, word reading, pseudoword decoding, reading comprehension, as well as English receptive vocabulary. Hierarchical multiple regression was conducted to analyze the contribution of French listening comprehension and English vocabulary along with word reading and pseudoword decoding to French reading comprehension. The analyses revealed that French listening comprehension did not make a statistically significant contribution to reading comprehension, though, both word reading and pseudoword decoding were significant predictors. While English vocabulary was a significant predictor of French reading comprehension when it was alone in the model, its contribution lost statistical significance, when French word reading or pseudoword decoding were added to the models. | |
| dc.description.scholarlevel | Graduate | |
| dc.identifier.uri | https://hdl.handle.net/1828/22055 | |
| dc.language | English | eng |
| dc.language.iso | en | |
| dc.rights | Available to the World Wide Web | |
| dc.subject | Literacy | |
| dc.subject | French immersion | |
| dc.subject | Grade 1 | |
| dc.subject | Simple view of reading | |
| dc.subject | Direct and indirect effects model of reading | |
| dc.subject | Linguistic interdependence hypothesis | |
| dc.subject | Cross-linguistic transfer | |
| dc.subject | Reading comprehension | |
| dc.subject | English vocabulary | |
| dc.subject | Statistical learning | |
| dc.title | Contribution of English oral vocabulary knowledge to reading development in grade 1 French immersion students | |
| dc.type | Thesis |