The Role of Narrative Competence in French Immersion: A Detailed Investigation of Macro-and Micro-structural Skills on Language Development Micro-structural Skills and Reading Comprehension
Bibliographic record
Abstract
This dissertation is comprised of two separate studies that assess narrative competence in a French Immersion setting. The first examined an array of macro- and micro-structural skills in English and French and further compared the development of these skills between two language groups: Children who speak English as their first language and French as their second language (FL2s) and minority language speakers who speak English as their second language and French as their third language (FL3s). There were no differences in narrative microstructural or macrostructural skills between language groups. In contrast, vocabulary was demonstrated to develop differently among both language groups in English, with FL2 children outperforming FL3 children. No such distinctions were observed in French. The results suggest that narrative skills develop at similar rates in FL2 and FL3 children in a French Immersion setting. The second study investigated the role of macro- and micro-structural skills on the development of reading comprehension, again in a French Immersion setting. The contributions of these skills to reading outcomes were assessed in a combined group of Grade 3 and 4 students, through concurrent analyses. Story grammar, grammaticality and productivity were shown to be significant predictors of reading comprehension. The findings present new evidence of the facilitative role that both macro- and micro-structural narrative skills play in the development of reading skills in French. Together, these studies provide a comprehensive understanding of the relationship between narrative competence and literacy outcomes in French Immersion. These results can also positively impact the French Immersion curriculum, encouraging educators to provide more focused support for narrative skills at grade levels where these skills are evidenced to contribute to literacy development. The findings of this research indicate that FL3 children can develop their English narrative skills well in French Immersion programs; these results in turn suggest that French Immersion is a viable option for FL3 children.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".