Nancy Wise has long wondered about the fate of struggling readers in an early French Immersion classroom. Are they “counselled” to leave the program and return to an English stream where special education supports may be greater? Or is it possible to identify and help all students succeed with an FI context?
Nancy’s PhD work tackled these questions and more. “A school-based phonological awareness intervention for struggling readers in early French immersion” describes an intervention based on the “science of reading” research to explore the question.
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