ror.org/03dbr7087
Abstracts
Abstract
This longitudinal, mixed-methods study reports on the development and implementation of an early phonological awareness screening and intervention program for struggling emergent readers in a French immersion school in Manitoba. The program was created by a professional learning community made up of the school administrator, teachers, and clinical support staff. This paper describes the process of developing the phonological awareness program and the intervention itself. Forty-two children participated in the phonological awareness intervention that lasted 10 weeks. The intervention was given in English in kindergarten. Significant gains were found in the phonological awareness skills of the children who participated in the intervention. Results also indicated that children’s phonological awareness skills in English predicted their French reading levels in Grade 1. In addition, we provide insight into the roles played by key members of the school’s PLC through qualitative analysis of a series of semi-structured interviews. The work of the school’s professional learning community offers a model that may be implemented by other school teams to promote equity and accessibility for all learners in FI programs.
Keywords:
- professional learning community,
- early intervention,
- phonological awareness,
- equity,
- inclusion,
- French immersion
Résumé
Cette étude longitudinale s’appuyant sur une méthodologie mixte présente l'élaboration d'un programme de dépistage et d’intervention précoce en matière de conscience phonologique auprès d’élèves à risque de développer des difficultés d’apprentissage de la lecture dans une école d'immersion en français au Manitoba. Le programme a été créé par une communauté d'apprentissage professionnelle composée du directeur de l'école, d’enseignants et du personnel de soutien clinique. Cet article décrit le processus du développement du programme ainsi que l'intervention. Quarante-deux enfants ont suivi les interventions en conscience phonologique pendant 10 semaines. L'intervention a été donnée en anglais pendant la maternelle. Des gains significatifs ont été trouvés dans les compétences de conscience phonologique des enfants qui ont participé à l'intervention. Les résultats ont également indiqué que les compétences en conscience phonologique en anglais prédisent le niveau de lecture en français en 1ère année. De plus, nous donnons un aperçu des rôles joués par les membres clés de la communauté d’apprentissage professionnelle de l'école grâce à l'analyse qualitative d'une série d'entretiens semi-structurés. Le travail de la communauté d'apprentissage professionnelle de l'école offre un modèle qui peut être mis en place par d'autres écoles pour promouvoir l'équité et l'accessibilité pour tous les apprenants des programmes d'immersion en français.
Appendices
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