A School-Based Professional Learning Community Improving Equity and Inclusion for At-Risk Readers in 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.

Références

1. Antinluoma, M., Ilomäki, L., Lahti-Nuuttila, P. & Toom, A. (2018). Schools as professional learning communities. Journal of Education and Learning, 7, 76-91. https://doi.org/10.5539/jel.v7n5p76
2. Assad, H. & Eviatar, Z. (2014). Learning to read in Arabic: The long and winding road. Reading and Writing, 27, 649-664. https://doi.org/10.1007/s11145-013-9469-9
3. Bialystok, E., Luk, G., & Kwan, E. (2005). Bilingualism, biliteracy, and learning to read: Interactions among languages and writing systems. Scientific Studies of Reading, 9(1), 43-61. https://doi.org/10.1207/s1532799xssr0901_4
4. Bingham, A.J., & Witkowsky, P. (2022). Deductive and inductive approaches to qualitative data analysis. In C. Vanover, P. Mihas, & J. Saldaña (Eds.), Analyzing and interpreting qualitative data: After the interview (pp. 133-146). SAGE Publications.
5. Bourgoin, R. C. (2014). Inclusionary practices in FI: A need to link research to practice. Canadian Journal for New Scholars in Education/Revue canadienne des jeunes chercheures et chercheurs en éducation, 5(1), 73-79.
6. Boyer, N., & Ehri, L. C. (2011). Contribution of phonemic segmentation instruction with letters and articulation pictures to word reading and spelling in beginners. Scientific Studies of Reading, 15(5), 440-470. https://doi.org/10.1080/10888438.2010.520778
7. Bruck, M., & Genesee, F. (1995). Phonological awareness in young second language learners. Journal of Child Language, 22, 307–324. https://doi.org/10.1017/S0305000900009806
8. Canadian Parents for French (CPF). (2019). The state of French second language education in Canada 2019: Focus on French second language programs. https://www.tdsb.on.ca/Portals/0/community/The-State-of-FSL-Education-in-Canada-2019-1.pdf
9. Chung, S. C., Chen, X., & Deacon, S. H. (2018). The relation between orthographic processing and spelling in grade 1 French immersion children. Journal of Research in Reading, 41(2), 290-311. https://doi.org/10.1111/1467-9817.12104
10. Chung, S. C., Chen, X., & Geva, E. (2019). Deconstructing and reconstructing cross-language transfer in bilingual reading development: An interactive framework. Journal of Neurolinguistics, 50, 149-161. https://doi.org/10.1016/j.jneuroling.2018.01.003
11. Clark, P., Hulme, C., & Snowling, M. (2005). Individual differences in RAN and reading: A response timing analysis. Journal of Research in Reading, 23, 73-86. https://doi.org/10.1111/j.1467-9817.2005.00255.x
12. Comeau, L., Cormier, P., Grandmaison, E., & Lacroix, D. (1999). A longitudinal study of phonological processing skills in children learning to read in a second language. Journal of Educational Psychology, 91, 29-43. https://doi.org/10.1037/0022-0663.91.1.29
13. Cranston, J. (2011). Relational trust: The glue that binds a professional learning community. Alberta Journal of Educational Research, 57(1), 59-72. https://doi.org/10.11575/ajer.v57i1.55455
14. Creswell, J. (1998). Qualitative inquiry and research design: Choosing among five traditions. SAGE publications.
15. Creswell, J., & Guetterman, T. (2019). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson Education, Inc.
16. D’Angelo, N., Hipfner-Boucher, K., & Chen, X. (2014). Poor comprehenders in French immersion: Implications for identification and instruction. Perspectives on Language and Literacy, 40(4), 32-37.
17. Dressler, R. (2018). Canadian bilingual program teachers’ understanding of immersion pedagogy: A nexus analysis of an early years’ classroom. Canadian Modern Language Review, 74(1). https://doi.org/10.3138/cmlr.3407
18. Dufour, R. (2004). What is a “professional learning community”? Educational Leadership, 61(8), 6–11. https://www.siprep.org/uploaded/ProfessionalDevelopment/Readings/PLC.pdf
19. 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, 35(2), 371-398. https://doi.org/10.1017/S0142716412000422
20. Ferguson, K. (2013). Organizing for professional learning communities: Embedding professional learning during the school day. Canadian Journal of Educational Administration and Policy, (142). https://journalhosting.ucalgary.ca/index.php/cjeap/article/view/42846
21. Fuchs, D., & Fuchs, L. S. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading research quarterly, 41(1), 93-99. https://doi.org/10.1598/RRQ.41.1.4
22. Furnes, B., & Samuelsson, S. (2011). Phonological awareness and rapid automatized naming predicting early development in reading and spelling: Results from a cross linguistic longitudinal study. Learning and Individual differences, 21(1), 85-95. https://doi.org/10.1016/j.lindif.2010.10.005
23. Gándara, P., & Slater, R. (2019). Confronting the equity issues in dual language immersion programs: A summary of the 2018 UCLA forum on equity and DL education. The Civil Rights Project: UCLA. https://civilrightsproject.ucla.edu/research/k-12-education/language-minority-students/summary-report-confronting-the-equity-issues-in-dual-language-immersion-programs/Spencer-Equity-Report-final-for-attendees-w.0.pdf
24. Genesee, F. (2007). French immersion and at-risk students: A review of research evidence. The Canadian Modern Language Review / La revue canadienne des langues vivantes 63(5), 654-687. https://www.muse.jhu.edu/article/228707.
25. Genesee, F., & Geva, E. (2006). Cross-linguistic relationships in working memory, phonological processes, and oral language. In D. August, & T. Shanahan (Eds.), Developing literacy in second-language learners: A report of the national literacy panel on minority language children and youth (pp. 175-183). Lawrence Erlbaum. https://www.psych.mcgill.ca/perpg/fac/genesee/23.pdf
26. Haigh, C. A., Savage, R., Erdos, C., & Genesee, F. (2011). The role of phoneme and onset‐rime awareness in second language reading acquisition. Journal of Research in Reading, 34(1), 94-113. https://doi.org/10.1111/j.1467-9817.2010.01475.x
27. Hirsh, S., & Crow, T. (2017). Tying it all together. The Learning Professional, 38(5), 58-66. https://learningforward.org/wp-content/uploads/2017/10/tying-it-all-together.pdf
28. Hulley, W., & Dier, L. (2011). Harbors of hope: The planning for school and student success process. Solution Tree Press.
29. Jacquier-Roux, M., Valdois, S. et Zorman, M. (2002). ODEDYS : Outil de dépistage des dyslexies. Laboratoire Cogni-Sciences.
30. January, S. A., & Klingbeil, D. A. (2020). Universal screening in grades K-2: A systematic review and meta-analysis of early reading curriculum-based measures. Journal of School Psychology, 82, 1003-122. https://doi.org/10.1016/j.jsp.2020.08.007
31. Jenkins, J. R., Hudson, R. F., & Johnson, E. S. (2007). Screening for at-risk readers in a response to intervention framework. School Psychology Review, 36(4), 582-600. https://doi.org/10.1080/02796015.2007.12087919
32. Jimerson, S., Burns, M. K., & VanDerHeyden, A. M. (2016). Handbook of response to intervention: The science of multi-tiered systems of support (2nd ed). Springer. https://doi.org/10.1007/978-1-4899-7568-3
33. Keep, L. (1993). FI attrition: Implications for model building (Unpublished doctoral dissertation). University of Alberta, Edmonton, Canada.
34. Kilpatrick, D. (2016). The phonological awareness screening test revised (PAST-R). Equipped for reading success: A comprehensive step-by-step program for developing phoneme awareness and fluent word recognition. Casey & Kirsch.
35. Koda, K. (2008). Impacts of prior literacy experience on second language learning to read. In Learning to read across languages (pp. 80-108). Routledge.
36. Krenca, K., Segers, E., Chen, X., Shakory, S., Steele, J., & Verhoeven, L. (2020). Phonological specificity relates to phonological awareness and reading ability in English-French bilingual children. Reading and Writing, 33, 267-291. https://doi.org/10.1007/s11145-019-09959-2
37. Lambert, W. E., & Tucker, R. (1972). Bilingual education of children. The St. Lambert experiment. Newbury House.
38. Landerl, K., Freudenthaler, H. H., Heene, M., De Jong, P. F., Desrochers, A., Manolitsis, G., & Georgiou, G. K. (2019). Phonological awareness and rapid automatized naming as longitudinal predictors of reading in five alphabetic orthographies with varying degrees of consistency. Scientific Studies of Reading, 23(3), 220-234. https://doi.org/10.1080/10888438.2018.1510936
39. Liberman, I. Y., Mann, V. A., Schankweiler, D., & Werfelmen, M. (1982). Children's memory for recurring linguistic and nonlinguistic material and in relation to reading ability. Cortex, 18, 367-375. https://doi.org/10.1016/S0010-9452(82)80035-X
40. Lovett, M. W., Frijters, J. C., Wolf, M., Steinbach, K. A., Sevcik, R. A., & Morris, R. D. (2017). Early intervention for children at risk for reading disabilities: The impact of grade at intervention and individual differences on intervention outcomes. Journal of Educational Psychology, 109, 889 –914. http://dx.doi.org/10.1037/edu0000181
41. MacCoubrey, S. (2003). A phonemic awareness intervention for at-risk second language readers. (Unpublished master's thesis), Queen's University, Kingston, ON, Canada.
42. MacCoubrey, S. J., Wade-Woolley, L., Klinger, D., & Kirby, J. R. (2004). Early identification of at-risk L2 readers. The Canadian Modern Language Review, 61, 11-29. https://doi.org/10.3138/cmlr.61.1.11
43. Manitoba Education and Advanced Learning (2016). La langue au cœur du Programme d’immersion française : une approche intégrée dans la pédagogie immersive. Bureau de l’éducation française Division. https://www.edu.gov.mb.ca/m12/frpub/me/langue_coeur/docs/document_complet.pdf
44. Manitoba Education. (2021). 2020-2021 Annual report of Manitoba education. Manitoba Education. https://www.edu.gov.mb.ca/annualreports/edu_20-21/index.html
45. Marinova-Todd, S. H., Zhao, J., & Bernhardt, M. (2010). Phonological awareness skills in the two languages of Mandarin–English bilingual children. Clinical Linguistics & Phonetics, 24(4-5), 387-400. https://doi.org/10.3109/02699200903532508
46. McIntosh, K., MacKay, L. D., Andreou, T., Brown, J. A., Matthews, S., Gietz, C., & Bennett, J. L. (2011). Response to intervention in Canada: Definitions, the evidence base, and future directions. Canadian Journal of School Psychology, 26, 18–43. https://doi.org/10.1177/0829573511400857
47. McKenzie, R. G. (2009). Obscuring vital distinctions: The oversimplification of learning disabilities within RTI. Learning Disability Quarterly, 32(4), 203-215. https://doi.org/10.2307/27740373
48. Melby-Lervåg, M., Lyster, S. A. H., & Hulme, C. (2012). Phonological skills and their role in learning to read: A meta-analytic review. Psychological Bulletin, 138, 322–352. https://doi.org/10.1037/a0026744
49. Mesmer, E. M., & Mesmer, H. A. E. (2008). Response to intervention (RTI): What teachers of reading need to know. The Reading Teacher, 62(4), 280-290. https://doi.org/10.1598/RT.62.4.1
50. Míguez-Álvarez, C., Cuevas-Alonso, M., & Saavedra, Á. (2021). Relationships between phonological awareness and reading in Spanish: A meta-analysis. Language Learning, 72, 113-157. https://doi.org/10.1111/lang.12471
51. Nelley, E. et Smith, A. (2003). Trousse d'évaluation en lecture GB+. Beauchemin.
52. Paradis, J., Genesee, F., & Cargo, M. B. (2004). Dual language development and disorders. Paul H. Brookes Publishing Co. https://brookespublishing.com/wp-content/uploads/2021/02/Paradis-3e_Excerpt.pdf
53. Plaza, M., & Cohen, H. (2007). The contribution of phonological awareness and visual attention in early reading and spelling. Dyslexia, 13(1), 67-76. https://doi.org/10.1002/dys.330
54. Powell, D., & Atkinson, L. (2021). Unraveling the links between rapid automatized naming (RAN), phonological awareness, and reading. Journal of Educational Psychology, 113(4), 706–718. https://doi.org/10.1037/edu0000625
55. Scanlon, D. M., Vellutino, F. R., Small, S. G., Fanuele, D. P., & Sweeney, J. M. (2005). Severe reading difficulties—Can they be prevented? A comparison of prevention and intervention approaches. Exceptionality, 13(4), 209- 227. https://doi.org/10.1207/s15327035ex1304_3
56. Shu, H., Peng, H., & McBride-Chang, C. (2008). Phonological awareness in young Chinese children. Developmental Science, 11, 171-181. https://doi.org/10.1111/j.1467-7687.2007.00654.x
57. Schuele, M. C., & Boudreau, D. (2008). Phonological awareness intervention: Beyond the basics. Language, Speech, and Hearing Services in Schools, 39(1), 3–20. https://doi.org/10.1044/0161-1461(2008/002)
58. Snowling, M. J., & Hulme, C. (2012). Annual research review: The nature and classification of reading disorders–a commentary on proposals for DSM‐5. Journal of Child Psychology and Psychiatry, 53(5), 593-607. https://doi.org/10.1111/j.1469-7610.2011.02495.x
59. Statistics Canada (2021). Number of students in official languages programs, public elementary and secondary schools, by program type, grade, and sex. (Table 37-10-0009-01) [Data set]. Statistics Canada. https://www150.statcan.gc.ca/t1/tbl1/en/tv.action?pid=3710000901
60. Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of educational change, 7(4), 221-258. https://doi.org/10.1007/s10833-006-0001-8
61. Stoll, L., & Louis, K. S. (2007). Professional learning communities. McGraw-Hill Education.
62. Vaughn, S., Wanzek, J., Linan-Thompson, S., & Murray, C.S. (2007). Monitoring response to supplemental services for students at risk for reading difficulties: High and low responders. In S.R. Jimerson, M.K. Burns, & A.M. VanDerHeyden (Eds.), Handbook of response to intervention. Springer. https://doi.org/10.1007/978-0-387-49053-3_17
63. Verhoeven, L. (2007). Early bilingualism, language transfer, and phonological awareness. Applied Psycholinguistics, 28(3), 425-439. https://doi.org/10.1017/S0142716407070233
64. Wagner, R. K., Torgesen, J. K., Rashotte, C. A., & Pearson, N. A. (1999). Comprehensive test of phonological processing: CTOPP. Pro-ed.
65. Williams, R. B., Brien, K., & Leblanc, J. (2012). Transforming schools into learning organizations: Supports and barriers to educational reform. Canadian Journal of Educational Administration and Policy, 134, 1-32.
66. Wise, N., & Chen, X. (2009). Early identification and intervention for at-risk readers in French immersion. (What Works? Research into Practice report). The Literacy and Numeracy Secretariat. https://on.cpf.ca/files/2023/05/Wise-Chen-2009-Early-identification-and-intervention-for-at-risk-readers-in-French-immersion.pdf
67. Wise, N., & Chen, X. (2010). At-risk readers in FI: Early identification and early intervention. Canadian Journal of Applied Linguistics, 13(2), 128-149.
68. Wise, N., & Chen, X. (2015). Early intervention for struggling readers in grade one FI. Canadian Modern Language Review, 71, 288–306. https://doi.org/10.3138/cmlr.2746
69. Wise, N., D’Angelo, N., & Chen, X. (2016). A school-based phonological awareness intervention for struggling readers in early French immersion. Reading and Writing, 29, 183-205. https://doi.org/10.1007/s11145-015-9585-9