References (44)
References
Bruck, M. (1978). The suitability of early French immersion programs for the language disabled child. Canadian Journal of Education, 31, 51–72. DOI logoGoogle Scholar
(1982). Language disabled children: Performance in an additive bilingual education program. Applied Psycholinguistics, 31, 45–60. DOI logoGoogle Scholar
de Valenzuela, J. S., Kay-Raining Bird, E., Parkington, K., Mirenda, P., Cain, K., MacLeod, A. A. N., & Segers, E. (2016). Access to opportunities for bilingualism for individuals with developmental disabilities: Key informant interviews. Journal of Communication Disorders, 631, 32–46. DOI logoGoogle Scholar
Dicks, J., & Genesee, F. (2016). Bilingual education in Canada. In O. Garcia & A. Lin (Eds.), Encyclopedia of language and education (Vol. 5: Bilingual and multilingual education), (pp. 453–467). Heidelberg, Germany: Springer. DOI logoGoogle Scholar
Dresing, T., Pehl, T., & Schmieder, C. (2012). Manual (on) transcription: Transcription conventions, software guidelines & practical hints for qualitative researchers (3rd English ed.). Germany: Marburg. Retrieved from [URL]
Dunn, L. M., & Dunn, D. M. (2007). Peabody Picture Vocabulary Test, Fourth Edition. Minneapolis, MN: NCS Pearson.Google Scholar
Dunn, L., Therriault-Whelan, C., & Dunn, L. (1993). Échelle de vocabulaire en Images-Peabody (ÉVIP). Toronto, ON: Pearson Canada.Google Scholar
Education Quality and Accountability Office. (2018a). Ottawa Carlton District School Board Report. Assessments of Reading, Writing and Mathematics Primary Division (Grades 1–3) and Junior Division (Grades 4–6), 2017–2018. Retrieved from [URL]
. (2018b). Ontario Student Achievement, English Language Students. EQAO’s Provincial Elementary School Report. Results of the 2017–2018 Assessments of Reading, Writing and Mathematics, Primary Division (Grades 1–3) and Junior Division (Grades 4–6). Retrieved from [URL]
Erdos, C., Genesee, F., Savage, R., & Haigh, C. (2014). Predicting risk for oral and written language learning difficulties in students educated in a second language. Applied Psycholinguistics, 351, 371–398. DOI logoGoogle Scholar
Genesee, F. (2007). French immersion and at-risk students: A review of research evidence. The Canadian Modern Language Review, 63(5), 655–688. DOI logoGoogle Scholar
(2015). Myths about early childhood bilingualism. Canadian Psychology, 56(1), 6–15. DOI logoGoogle Scholar
Genesee, F., & Fortune, T. (2014). Bilingual education and at-risk students. Journal of Immersion and Content-Based Language Education, 2(2), 196–209. DOI logoGoogle Scholar
Howard, E. R. (2003). Biliteracy development in two-way immersion education programs: A multilevel analysis of the effects of native language and home language use on the development of narrative writing ability in English and Spanish (Unpublished doctoral dissertation). Harvard University, Cambridge, MA.Google Scholar
Jared, D., Cormier, P., Levy, B. A., & Wade-Woolley, L. (2011). Early predictors of biliteracy development in children in French immersion: A 4-year longitudinal study. Journal of Educational Psychology, 1031, 119–139. DOI logoGoogle Scholar
Kaufman, A., & Kaufman, N. (2004). Kaufman Brief Intelligence Test, 2nd edition (K-BIT-2. Bloomington, MN: Pearson, Inc.Google Scholar
Kay-Raining Bird, E., Trudeau, N., & Sutton, A. (2016). Pulling it all together: The road to lasting bilingualism for children with developmental disabilities. Journal of Communication Disorders, 631, 63–78. DOI logoGoogle Scholar
Kruk, R. S., & Reynolds, K. A. (2012). French immersion experience and reading skill development in at-risk readers. Journal of Child Language, 391, 580–610. DOI logoGoogle Scholar
Lindholm-Leary, K. J. (2001). Dual language education. Clevedon, England: Multilingual Matters. DOI logoGoogle Scholar
(2005). Understanding outcomes of diverse students in two-way bilingual immersion. Paper presented at the 13th Annual National Two-Way Bilingual Summer Conference, Monterey, California.
Lindholm-Leary, K. J., & Howard, E. (2008). Language and academic achievement in two-way immersion programs. In T. W. Fortune & D. J. Tedick (Eds.), Pathways to bilingualism: Evolving perspectives on immersion education (pp. 177–200). Clevedon, England: Multilingual Matters. DOI logoGoogle Scholar
Lindholm-Leary, K. J., & Genesee, F. (2014). Student outcomes in one-way, two-way, and indigenous language immersion education. Journal of Immersion and Content-Based Language Education, 21, 165–180. DOI logoGoogle Scholar
Lyons, E. & Coyle, A. (Eds.) (2016). Analyzing qualitative data in psychology (2nd ed.). Washington, DC: Sage Publishing.Google Scholar
Mady, C. (2018). Teacher adaptations to support students with special education needs in French Immersion: An observational study. Journal of Immersion and Content-Based Language Education, 6(2), 244–268. DOI logoGoogle Scholar
Mady, C., & Arnett, K. (2009). Inclusion in French immersion in Canada: One parent’s perspective. Exceptionality International Education, 19(2), 37–49. DOI logoGoogle Scholar
Mady, C., & Muhling, S. (2017). Instructional supports for students with special education needs in French as a second language education: A review of Canadian empirical literature. Journal of Education and Learning, 61, 14–22. DOI logoGoogle Scholar
Myers, A. (2009). Achievement of children identified with special needs in two-way Spanish immersion programs (Unpublished doctoral dissertation). George Washington University, Washington, DC.Google Scholar
National Academies of Sciences, Engineering, and Medicine. (2017). Promoting the educational success of children and youth learning English: Promising futures. Washington, DC: The National Academies Press. DOI logoGoogle Scholar
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: U.S. Government Printing Office.Google Scholar
Ontario Ministry of Education. (2013). The Ontario curriculum. French as a second language. Retrieved from [URL]
. (2017). Special education in Ontario. Kindergarten to Grade 12. Retrieved from [URL]
Paradis, J. (2011). Alberta Language Environment Questionnaire – 4. Retrieved from [URL]
Secord, W., Wiig, E., Boulianne, L., Semel, E. & Labelle, M. (2009). Concepts et Exécution de Directives subtest of the Évaluation clinique des notions langagières fondamentales – Version pour Francophones du Canada (CELF CDN-F). Toronto, ON: Pearson Canada.Google Scholar
Selvachandran, J., Kay-Raining Bird, E., DeSousa, J., & Chen, X. (2020). Special education needs in French immersion: A parental perspective of supports and challenges. International Journal of Bilingual Education and Bilingualism, DOI logoGoogle Scholar
Sinay, E. (2010). Programs of choice in the TDSB: Characteristics of students in French immersion, alternative schools, and other specialized schools and programs. Toronto District School Board. Retrieved from [URL]
Thomas, W. P., & Collier, K. (2012). Dual language education for a transformed world. Albuquerque, NM: Dual Language Education of New Mexico and Fuente Press.Google Scholar
Torgesen, J., Wagner, R., & Rashotte, C. (2012). Test of Word Reading Efficiency, Second Edition (TOWRE-2). Austin, TX: Pro-Ed.Google Scholar
Weschler, D. (2005). Test de rendement individual de Wechsler, Deuxieme edition. Version francophone du Canada (WIAT-2CDN-FR). Toronto, ON: Pearson Canada.Google Scholar
Wiig, E., Semel, E., & Secord, W. (2013). Clinical Evaluation of Language Fundamentals–Fifth Edition (CELF-5). Bloomington, MN: NCS Pearson.Google Scholar
Willms, J. D. (2008). The case for universal French instruction. Policy Options, 291, 91–96.Google Scholar
Wise, N. (2011). Access to special education for exceptional students in French immersion programs: An equity issue. The Canadian Journal of Applied Linguistics, 14(1), 177–193.Google Scholar
Wise, N., & Chen, X. (2010). At-risk readers in French immersion: Early identification and early intervention. Canadian Journal of Applied Linguistics, 13(2), 128–149.Google Scholar
Wise, N., D’Angelo, N., & Chen, X. (2016). A school-based phonological awareness intervention for struggling readers in early French immersion. Reading and Writing, 291, 183–205. DOI logoGoogle Scholar
Woodcock, R. (2011). Woodcock Reading Mastery Tests – III (WRMT-III). Toronto, ON: Pearson Canada.Google Scholar
Cited by (6)

Cited by six other publications

Sorenson Duncan, Tamara, Ann Sutton, Fred Genesee, Xi Chen, Elizabeth Kay-Raining Bird, Stephanie Pagan & Joan Oracheski
2024. Academic achievement in English: Minority home language students in early French immersion. International Journal of Bilingualism DOI logo
Sutton, Ann, Fred Genesee, Elizabeth Kay-Raining Bird, Xi Chen, Tamara Sorenson Duncan, Stephanie Pagan & Joan Oracheski
Nic Aindriú, Sinéad & Pádraig Ó Duibhir
2023. The Challenges Facing Irish-Medium Primary and Post-Primary Schools When Implementing a Whole-School Approach to Meeting the Additional Education Needs of Their Students. Education Sciences 13:7  pp. 671 ff. DOI logo
Nic Aindriú, Sinéad
2022. The reasons why parents choose to transfer students with special educational needs from Irish immersion education. Language and Education 36:1  pp. 59 ff. DOI logo
Nic Aindriú, Sinéad
2024. Equality of access to minority language assessments and interventions in immersion education. Journal of Immersion and Content-Based Language Education DOI logo
Nic Aindriú, Sinéad
2024. Inclusion in Immersion Education: Identifying and Supporting Students with Additional Educational Needs. Encyclopedia 4:4  pp. 1496 ff. DOI logo

This list is based on CrossRef data as of 19 october 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.