Researchers: Gisele Perrault and Mariette Anderson

The objective of this study is to determine which scope and sequence is more effective when teaching reading to grade one French Immersion students in Saskatchewan, in communities where French is not the prevalent language that is spoken.

This study will compare two scope and sequences, both of which focus on phonemic awareness and phonics.

The first one suggests introducing several phonemes (sounds) each day, with a mix of vowels and consonants. The students then use the phonemes to create syllables, and eventually words. Letters are introduced by sounds, not names. You begin with simple vowels, then move on to the more complex vowel phonemes. Each phoneme is reviewed often. Students can be reading simple books within two months of the start of instruction.

The second scope and sequence introduces vowels first, and suggests a variety of activities to reinforce the phoneme over three days. Once the vowels are introduced, students move on to learning consonants. After learning one or two, they can make syllables and practice phonemic
awareness. The phonemes are repeated an average of 150 times before the next one is introduced. Students begin reading sentences within four months.

We will use and compare both in a grade one class, with half the students using each one. We will then evaluate them to see if and where there are gaps, and which group of students will be able to read first and more effectively.

If we can determine which scope and sequence leads to earlier acquisition of reading skills, it will benefit French immersion teachers across the province and in all areas where French is not necessarily the prevalent language that is spoken.