Morphological Awareness in French Immersion Learners: Within- and Cross-Language Effects on Reading Comprehension
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This longitudinal study examined the within- and cross-language contributions of English and French morphological awareness to gains in reading comprehension between Grades 2 and 3 among English-French bilinguals. Canadian children (N = 115; 54% females, Mage in Grade 2 = 7 years, 10 months, SD = 3.6 months, 73% English-L1 children) enrolled in French immersion programs were tested on morphological awareness, word reading, and vocabulary in Grade 2, and reading comprehension in Grades 2 and 3 in English and French. Bayesian structural equation modeling was used for data analysis. The within-language findings showed a direct contribution of Grade 2 morphological awareness to gains in reading comprehension in Grade 3 in both English and French. The cross-language findings indicated a language transfer effect from Grade 2 French morphological awareness to Grade 3 English reading comprehension. Grade 2 English morphological awareness did not contribute directly to gains in Grade 3 French reading comprehension. Our research elucidates the interplay between L1 and L2 word-level skills and text comprehension among English-French bilingual children. It has implications for theoretical models of bilingual reading and for instruction of children learning to read in an L2 through immersion education.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it