Emergent Readers in the French Immersion Context: Development and Cross-language Transfer of Orthographic and Semantic Learning
Year: 2017
Type: dissertation
Abstract: This study investigated the ability of emergent readers in French immersion to learn the orthographic (spelling) and semantic (meaning) representations of novel words encountered during shared storybook reading in English. We also examined the role of orthographic and semantic learning in predicting word reading concurrently and six-months longitudinally both within English and across languages from English to French, controlling for reading-related skills. Sixty-two Grade 1 children (35 girls; M age = 75.89 months) listened to 12 short stories as the examiner simultaneously pointed to the text. Orthographic and semantic choice post-test measures were administered immediately after reading each set of three stories and again approximately one week later. Results indicated that children performed above chance level on measures of orthographic and semantic learning. Orthographic learning predicted word reading in English and French both concurrently and longitudinally. Semantic learning did not predict word reading in either language at any time point.
Source: TSpace (University of Toronto)
Author: Sharry Shakory
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2793836034