University of Manitoba, Canada.
J Child Lang. 2012 Jun;39(3):580-610. doi: 10.1017/S0305000911000201. Epub 2011 Sep 6.
We tracked the developmental influences of exposure to French on developing English phonological awareness, decoding and reading comprehension of English-speaking at-risk readers from Grade 1 to Grade 3. Teacher-nominated at-risk readers were matched with not-at-risk readers in French immersion and English language programs. Exposure to spoken French phonetic and syllabic forms and to written French orthographic and morphological forms by children attending French immersion programs was expected to promote phonological, decoding and reading comprehension achievement. Growth in all outcomes was found, with children in immersion experiencing higher final status in phonological awareness and more rapid growth and higher final status in decoding, using multilevel modeling. At-risk readers in French immersion experienced faster growth and higher final status in reading comprehension. Benefits to reading of exposure to an additional language are discussed in relation to cross-language transfer, phonological grain size and enhanced executive control processes.
我们追踪了暴露于法语对英语语音意识、解码和阅读理解发展的影响，研究对象是来自 1 年级到 3 年级的英语阅读高危儿童。我们根据法语沉浸式和英语语言课程将教师提名的高危阅读者与非高危阅读者相匹配。预计参加法语沉浸式课程的儿童会接触到法语语音和音节形式以及法语正字法和形态学形式，从而促进语音、解码和阅读理解能力的提高。通过多层次建模发现，所有结果都有所增长，沉浸式儿童在语音意识方面的最终状态更高，在解码方面的增长速度更快，最终状态更高。法语沉浸式的高危阅读者在阅读理解方面的增长速度更快，最终状态更高。我们将讨论接触额外语言对阅读的益处，涉及跨语言迁移、语音粒度和增强的执行控制过程。
