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Faculty of Graduate Studies

Amanda Field

Notice of the Final Oral Examination for the Degree of Master of Arts

Topic

A Longitudinal Examination of Word Reading, Transcription, and Executive Function in Early Elementary English and French Immersion Student Populations

Department of Educational Psychology and Leadership Studies

Date & location

  • Thursday, June 26, 2025

  • 10:00 A.M.

  • Maclaurin Building

  • Room A341

Reviewers

Supervisory Committee

  • Dr. Gina Harrison, Department of Educational Psychology and Leadership Studies, ßÉßɱ¬ÁÏ (Supervisor)

  • Dr. Doug Magnuson, Department of Educational Psychology and Leadership Studies, UVic (Member) 

External Examiner

  • Dr. Sarah Macoun, Department of Psychology, ßÉßɱ¬ÁÏ 

Chair of Oral Examination

  • Dr. Gabriela McBee, School of Languages, Linguistics and Cultures, UVic

     

Abstract

The present study examined word reading, transcription, and executive function (EF) sub-measures longitudinally to identify developmental predictors within English and French Immersion (FI) instructional environment groups. The purpose of this study was to address the mediative role of EF in relation to reading and transcription development both within and cross linguistically. 67 students, including 31 English and 36 FI students participated in the longitudinal study, completing a battery of standardized literacy and cognitive assessment sub-measures at two timepoints, once in Grade 1 and again in Grade 2. Analysis, including descriptive statistics, correlational and predictive analysis, as well as linear regression-based mediation analysis revealed that EFs, specifically shifting and working memory, directly and indirectly mediated the relation between word reading and transcription within the English group. In contrast, no direct and indirect EF mediative relations were identified within the FI group, though working memory was identified as a direct-only non-mediator. Regarding cross-linguistic transfer, English reading did not significantly predict French transcription and there were no noted EF mediation relations between the two variables. These results indicated that Canadian English and FI instructional environment group students may maintain differentiated literacy and cognitive developmental patterns. Moreover, results indicate that cross-linguistic transfer may be significant only once more comprehensive language proficiency has been acquired.

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