Listening and speech provide the foundations for language, which provides the foundation for literacy. Unlike oral language, writing is a recent human invention. Because we are not specifically prepared, biologically speaking, to write and read, reading and writing are skills whose acquisition depends upon special exposure and training.

The goals of Theme IV are 1) to better understand and measure literacy development and 2) to apply this knowledge to ensure that all children will have the opportunity, through literacy, to participate fully in, and contribute actively to, Canadian society and culture.

Theme Leader:  Linda M. Phillips

Project Abstracts

  Variations in Shared Book Reading

  Development of a Multi-component Test Battery for the Assessment of French Reading Skills

  Understanding Reading Development in Second Language Learners

  The Missing-Letter Effect: A Window on the Development of First and Second Language Reading Skills

  Factors Affecting Language Development and Reading Difficulties

  Literacy Development Through Video Game Experience

  Studying the Roots of Disciplinary Literacy in Science: Implications for Designed Environments Inside and Outside Schools

  Customizing Family Literacy Development

  Perceptual and Cognitive Correlates of Language Skills across the Age Range

  Customized Instruction: Designing Developmentally-based Interventions

  Fostering Pre-literacy Skills Through Parental Interaction

  Early Identification and Intervention for Reading Difficulties using a Teacher and Classroom Based Model

  Reading Comprehension in English- and French-speaking Children: Core Processes and Predictors

  The Canadian Challenge: How do biliterate children master two orthographies?

  The Development of Computerized Asessment Techniques for Minority Language Children, Children in Immigrant Families and Aboriginal Children

  Factors contributing to reading comprehension in ESL children - A longitudinal perspective

  Literacy Needs Assessment in Reserve and Non-Reserve Newfoundland Mi'kmaq

  Supporting First Nations Students' Reading and Writing: Considering Culture, Development and Evidence

  The Developmental Patterns of Literacy and the Correlates of Changes in Elementary School Children from Low-income Neighborhoods: A Mixed Model of Longitudinal and Cross-Sectional Study

  Enhancing At-Risk Second-Graders' Reading Comprehension Using Classwide Peer-Mediated Activities

  Strengthening the Links: Working with Teachers to Build and Implement an Effective Technology-Based Reading Intervention

  The Design and Development of an Early Language and Literacy Screening Test

  Fostering Pre-Literacy Skills Through Parental Interaction - Project Continuance

  Writing Development in English as a Second Language Learners

  Alphabet Book Reading and Emergent Readers

  Longitudinal Prediction of French Reading Development

  Improving Literacy Skills Through Electronic Portfolios

  Performance of At-Risk Students in French Immersion Programs

The language and culture of my heritage is passed on to me orally. it's a different way off learning than how I am taught at school. How do I keep my traditional culture alive while learning to read and being immersed in the majority culture?

Reading is the core of learning and staying in school . improving reading skills with young Aboriginal children can open up the doors to future prospects.

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