Linguistic analysis and reading skills of first graders in partial French and Hebrew immersion programs |
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| Authors: | Hyla Rubin Sonia Reichman Sarah H Crabtree Miriam Kantor |
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| Institution: | (1) Graduate Department of Speech Pathology, University of Toronto, Toronto, Ontario, Canada;(2) Riverdale Hospital, Toronto, Ontario, Canada;(3) Holy Family Hospital Vancouver, British Columbia, Canada;(4) Peel Board of Education Mississauga, Ontario, Canada;(5) Graduate Department of Speech Pathology, University of Toronto, 88 College Street, M5G 1L4 Toronto, Ontario, Canada |
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| Abstract: | This study compared the performance of 45 first graders in partial French immersion, partial Hebrew immersion, and traditional English programs on measures of linguistic analysis ability and early reading skills in English. A modified version of the Auditory Analysis Test (Rosner and Simon, 1971) established that both French and Hebrew immersion children were more proficient than their English program peers at explicity analyzing the internal structure of spoken words. Subjects in the Hebrew program read non-words more successfully than either of the other two groups, and read orthographically regular real words better than the control subjects. These results suggest that second language learning, even in a partial immersion setting, enhances linguistic awareness. The potential implications for reading skill acquisition are discussed.This research was funded by Grant A2008 from the Natural Sciences and Engineering Research Council of Canada. |
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| Keywords: | Bilingualism French Immersion Hebrew Immersion Linguistic Awareness Reading |
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