Examining Students' Strategies for Promoting Word Knowledge and Reading Competence in French Immersion Students

Jennifer Chu

Abstract


In this research study, students in a Grade 2 French Immersion classroom of all non-native French speakers were observed for an ongoing four-week period. Observations examined what children use and do to decipher new vocabulary in a French Immersion program. Findings showed that students’ scores increased from Reading Activity 1 to Reading Activity 2 as a result of increased exposure to vocabulary instruction, activities, and practice opportunities for deeper processing of word meanings.

Keywords


word knowledge, student strategies, French Immersion

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