Computer-based Training Programs to Stimulate Learning to Read in French for Newcomer Migrant Children: A Pilot Study

Abstract

The integration of newcomer migrant children is a vital challenge for host countries. For such children, learning to read in a new language is a prerequisite for the acquisition of knowledge in all academic domains at school. To investigate this issue, two experiments were conducted: one with children who were just at the beginning of learning to read in French and another with children who could already read a few words in French. Two specific software programs were used for each group. Each group was exposed to the same experimental design, which included three assessment sessions, namely two before training to obtain a baseline of scores in different literacy skills and a third after training to examine the impact of 10 hours of training. In Experiment 1, the alphabetic code was stimulated: a significant effect on phonemic awareness was observed. In Experiment 2, the grapho-syllabic processing required to read words was stimulated: a significant effect on word reading was observed. Our initial results show that teachers can improve learning to read in ways tailored to the needs of newcomer migrant children.