Research - Dr. Corinne Haigh
Research Summary:
My research program investigates cross-linguistic aspects of language processing in bilinguals. I am currently working on a SSHRC funded project that examines individual differences in language and literacy development in school-aged children enrolled in bilingual education programs.
French immersion programs were first created in order to provide anglophone children residing in Quebec with enhanced opportunities to become bilingual in English and French within the context of public schooling (Lambert & Tucker, 1972; Genesee, 1987). Research has shown that early immersion students attain the same levels of reading achievement in English as native English-speaking students in English language programs, and that they attain a level of proficiency in all aspects of French as a second language that is superior to that of English-speaking students who receive language arts instruction in French for short periods each day (Genesee, 2004). However, there is relatively little empirical investigation of individual differences in achievement among immersion students and, in particular, individual differences in reading achievement. Learning to read is critical for ensuring academic success in school because beyond the primary grades reading is essential for learning academic subject matter and skills. Studying reading development is equally, if not more, important, in immersion because, despite the overall success of students in reading achievement, there is a high rate of attrition from immersion programs, in part at least, due to reading difficulty (e.g., Halsall, 1994; Hogan & Harris, 2004; Obadia & Thériault, 1997; Parkin, Morrison & Watkin, 1987). We have virtually no evidence on the performance of students at-risk for reading difficulty in immersion programs, and to date no study has monitored the reading development of immersion students into the upper elementary school years.
My current research project aims to answer the following questions:
- How accurately and reliably do predictors based on first language (L1) abilities collected in kindergarten predict individual differences in second language (L2) reading achievement in immersion students in grade 6?
- Do the same L1 predictors that predicted L2 reading achievement in grades 1-3 predict reading achievement in grade 6? Do the predictors of L2 reading comprehension outcomes in immersion students change as students' reading skills progress from grade 3 to grade 6?
- Are anglophone students who are at-risk for reading impairment at greater risk in French immersion programs than in English language programs?
Students who struggle with reading are often counselled out of French immersion programs. This may put these students at a disadvantage later on in life, as they will not be proficient in both English and French. However, counselling them to remain in immersion requires the provision of a full range of support services that meet their specific needs. At present, most schools are not equipped to provide such services, and researchers lack empirical evidence to advise schools on the best course of action. Results from this project will offer educators, policy makers, and parents a better understanding of the profiles of strength and need exhibited by children at-risk for reading difficulty in immersion programs and will allow schools to make more informed judgments on such matters.
I hope to extend this program of research to include an investigation of early intervention initiatives for students at-risk for reading difficulty in second language programs, with a particular focus on reading comprehension. I am also interested in issues related to motivation, engagement and achievement in male and female readers during classroom based literacy activities. My earlier work investigated how the interaction of sound information from both of a bilingual's languages interacts during silent word reading word reading.
