Reading impairment can be a barrier to accessing second-language education. We examined the effect of biliteracy on bilingual children with reading impairment who attended French-only school but spoke English at home. In this single-subject design, six students in grades 2-5 participated in a parent-supported, home-based reading intervention in English. Analyses of individual performance graphs, and group and individual mean word- and connected-text reading accuracy and fluency scores, revealed increased scores (words read per minute) in both languages during the intervention phase (French and English reading) as compared to the no-intervention phase (French reading). Results support biliteracy for neurodiverse students.
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Authors
- Dianne Macdonald, PhD, S-LP, Reg., OOAQ, Ontario Institute for Studies in Education (OISE), University of Toronto
- Kathleen Hipfner-Boucher, PhD, Ontario Institute for Studies in Education (OISE), University of Toronto
- Xi (Becky) Chen, PhD, Ontario Institute for Studies in Education (OISE), University of Toronto