Struggling readers in Saskatoon French immersion schools: a mixed methods study examining strategies for support
The purpose of this study was to find out the most effective methods and strategies to teach reading in Saskatoon French immersion schools and to learn how to implement them myself. In order to do this, I used a descriptive survey and followed the survey through action research. I surveyed my Greater Saskatoon Catholic Schools colleagues about what their preferred strategies were for successfully teaching reading. From the responses, I pulled two of the most popular strategies and learned more about them. The two strategies were phonological awareness instruction and direct decoding instruction. I then implemented these strategies in a class of 25 grade one French immersion students, while doing action research. I used each strategy to teach reading for the duration of three weeks, and did pre-tests and post-tests for each. During the implementation, I kept field notes and a researcher journal in order to document my journey and my findings. My findings show that phonological awareness instruction is a very effective strategy for supporting students who are struggling read, and direct decoding instruction is also effective. They as well show that students who are struggling to read can be supported in the classroom in a Tier 1 setting.