The development of a reading program and its effect on listening, reading, and writing skills in grade seven French

Woodford, Anne (1981) The development of a reading program and its effect on listening, reading, and writing skills in grade seven French. Masters thesis, Memorial University of Newfoundland.

[English] PDF (Migrated (PDF/A Conversion) from original format: (application/pdf)) - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Download (12MB) [English] PDF - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. (Original Version)

Abstract

The purpose of the present study was to design a program for Grade VII students using a more balanced skills approach, by the addition of a reading program to the existing audio-lingual program, Le Francais Partout Deux. -- Reading passages with related activities were developed by the investigator to accompany the Grade VII French program, Le Francais Partout Deux. The question of whether there was a relationship between the introduction of these reading passages and achievement in the skills of listening, reading, and writing was investigated. The hypotheses stated that the achievement of students who use a reading program to accompany Le Francais Partout Deux do not differ significantly from the achievement of students who do not use the reading program, in the areas of listening, reading, and writing skill development. -- To eliminate teacher differences, the investigator was responsible for teaching Le Francais Partout Deux to two groups of Grade VII girls--the experimental group (the Reading group) and the control group (the Non-reading group). A uniform presentation of the program was ensured. The only difference was the addition of the reading passages with follow-up activities to the Reading group's French program. -- After 14 weeks of instruction, the students were given tests on each of the skills of listening, reading, and writing. The instruments used to evaluate the students were teacher-made tests developed to evaluate student progress in Le Francais Partout Deux program. Three tests were given--one for each of the skills of listening, reading, and writing. The tests were previously checked for validity and reliability. -- The data collected from these tests were analyzed by finding the mean, variance and standard deviation for each group. To determine if differences between the two groups were significant, a series of t-tests for independent samples was carried out. A 0.05 level of significance was used. -- The major findings of the study revealed that there was a significant relationship between the introduction of a reading program to Le Francais Partout Deux French program and achievement in the skills of listening and reading. No significant relationship was found between the introduction of a reading program and achievement in the writing skills.

Actions (login required)

View Item