Paired reading with iPads in the grade 6 French immersion classroom

Date

2015-06-03

Authors

Dorion, Charlotte Lucy Hesione

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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.

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Keywords

French Immersion, iPads, Paired Reading, Reading in French Immersion

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