The suitability of French immersion education for students with reading disabilities
Notice bibliographique
Résumé
This study reported outcomes for students with reading disabilities (RDs) in early total French immersion (n = 17) relative to students with RDs in the regular English program (n = 17) on measures of academic achievement, English reading, behaviour, and perceived social acceptance. French immersion is a widespread, alternative education program where majority language speakers are taught the regular curriculum through a second language. Early program evaluations revealed that students suffered no cognitive, linguistic, or academic delay as a result of learning through French. However, these findings were largely limited to normally-achieving, non-disabled students. The few studies of at-risk students in French immersion have been inconclusive. Although some studies have found evidence that at-risk students did more poorly in immersion than core English, and argued that they should be transferred out of the immersion program immediately, other studies have found no differences between at-risk students in immersion and core English programs and argued that they should be permitted to remain in immersion. Consequently, parents and teachers have been left to make placement decisions without empirical support. In this study, students with RDs were compared to each other and to a matched sample of non-disabled control students (n = 34). Groups were matched on age, gender, socioeconomic status, and IQ. Participants attended Grades 4, 5 and 6 and were tested in English. Students with RDs in French immersion performed equivalently to students with RDs in core English on all measures. They showed comparable achievement in spelling, arithmetic, phonological awareness, and reading comprehension. They were not rated by parents or teachers as having more behaviour problems, and reported similar self-perceptions of social acceptance. Comparisons were also made between students with RDs in immersion and students with RDs who transferred out of the immersion program. These explor
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».