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The within- and cross-language role ...

Sohail, Juwairia.

The within- and cross-language role of syntactic awareness in reading comprehension among French immersion students.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
書名/作者:	The within- and cross-language role of syntactic awareness in reading comprehension among French immersion students.
作者:	Sohail, Juwairia.
面頁冊數:	104 p.
附註:	Source: Masters Abstracts International, Volume: 55-03.
Contained By:	Masters Abstracts International55-03(E).
標題:	Bilingual education.
標題:	Educational psychology.
標題:	Linguistics.
ISBN:	9781339337647
摘要、提要註:	Two related studies examining the within- and cross-language transfer of syntactic awareness (SA) to concurrent measures of reading comprehension (RC) between English and French are reported. Participants were first- and third-grade Canadian French immersion students. Results indicated that Grade 1 English SA significantly predicted French RC after cognitive and within-language controls, while Grade 1 French SA did not. In Grade 3, by contrast, English SA was unrelated to either English or French RC, while French SA was predictive of both. In all cases, SA was indirectly related to RC both within and across languages. Adding to the limited research on metalinguistic transfer, these results support hypotheses for the transferability of SA and provide preliminary evidence for its crossover role in reading across languages. The findings call for increased theoretical and academic attention to, and pose educational implications for, the involvement of SA in models of within- and cross-language RC.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1605691

The within- and cross-language role of syntactic awareness in reading comprehension among French immersion students.
Sohail, Juwairia.

The within- and cross-language role of syntactic awareness in reading comprehension among French immersion students. - 104 p.

Source: Masters Abstracts International, Volume: 55-03.

Thesis (M.A.)--University of Toronto (Canada), 2015.

Two related studies examining the within- and cross-language transfer of syntactic awareness (SA) to concurrent measures of reading comprehension (RC) between English and French are reported. Participants were first- and third-grade Canadian French immersion students. Results indicated that Grade 1 English SA significantly predicted French RC after cognitive and within-language controls, while Grade 1 French SA did not. In Grade 3, by contrast, English SA was unrelated to either English or French RC, while French SA was predictive of both. In all cases, SA was indirectly related to RC both within and across languages. Adding to the limited research on metalinguistic transfer, these results support hypotheses for the transferability of SA and provide preliminary evidence for its crossover role in reading across languages. The findings call for increased theoretical and academic attention to, and pose educational implications for, the involvement of SA in models of within- and cross-language RC.

ISBN: 9781339337647Subjects--Topical Terms:

629916
Bilingual education.

The within- and cross-language role of syntactic awareness in reading comprehension among French immersion students.
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100 1 $a Sohail, Juwairia. $3 629969
245 1 4 $a The within- and cross-language role of syntactic awareness in reading comprehension among French immersion students.
300 $a 104 p.
500 $a Source: Masters Abstracts International, Volume: 55-03.
500 $a Adviser: Xi Chen.
502 $a Thesis (M.A.)--University of Toronto (Canada), 2015.
520 $a Two related studies examining the within- and cross-language transfer of syntactic awareness (SA) to concurrent measures of reading comprehension (RC) between English and French are reported. Participants were first- and third-grade Canadian French immersion students. Results indicated that Grade 1 English SA significantly predicted French RC after cognitive and within-language controls, while Grade 1 French SA did not. In Grade 3, by contrast, English SA was unrelated to either English or French RC, while French SA was predictive of both. In all cases, SA was indirectly related to RC both within and across languages. Adding to the limited research on metalinguistic transfer, these results support hypotheses for the transferability of SA and provide preliminary evidence for its crossover role in reading across languages. The findings call for increased theoretical and academic attention to, and pose educational implications for, the involvement of SA in models of within- and cross-language RC.
590 $a School code: 0779.
650 4 $a Bilingual education. $3 629916
650 4 $a Educational psychology. $3 336519
650 4 $a Linguistics. $3 174558
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690 $a 0290
710 2 $a University of Toronto (Canada). $b Applied Psychology and Human Development. $3 629955
773 0 $t Masters Abstracts International $g 55-03(E).
790 $a 0779
791 $a M.A.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1605691

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