{"id":{"repo_id":"carleton","oai_identifier":"oai:carleton.scholaris.ca:20.500.14718/43084"},"canonical_url":"https://search.dev.ndltd.org/etd/carleton/oai:carleton.scholaris.ca:20.500.14718/43084","repository":{"repo_id":"carleton","name":"Carleton University","base_url":"https://carleton.scholaris.ca/server/oai/request"},"display":{"title":"Individual Variation in French-L2 Spelling Ability","abstract":"Canadian French-as-a-Second-Language (FSL) programmes teach students how to read and write in French with the goal of bilingualism. However, students are not consistently attaining a level of French equivalent to native French speakers (Genesee, 1987) and many graduates do not retain their French knowledge (Turcotte, 2019). To explore this pattern in greater depth, 92 graduates of Canadian FSL programmes completed an online survey. Participants were assessed on receptive vocabulary, print exposure (PE), morphological awareness (MA), and general spelling ability, in both English and French. English vocabulary, PE, and MA accounted for 35% of the variance in overall English spelling. French vocabulary and MA accounted for 28% of the variance in overall French spelling, but French PE was not a significant predictor. Finally, print exposure in English was not correlated with French spelling outcomes. These results suggest that morphological awareness is a key metalinguistic skill to supporting French spelling beyond graduation.","abstract_html":"Canadian French-as-a-Second-Language (FSL) programmes teach students how to read and write in French with the goal of bilingualism. However, students are not consistently attaining a level of French equivalent to native French speakers (Genesee, 1987) and many graduates do not retain their French knowledge (Turcotte, 2019). To explore this pattern in greater depth, 92 graduates of Canadian FSL programmes completed an online survey. Participants were assessed on receptive vocabulary, print exposure (PE), morphological awareness (MA), and general spelling ability, in both English and French. English vocabulary, PE, and MA accounted for 35% of the variance in overall English spelling. French vocabulary and MA accounted for 28% of the variance in overall French spelling, but French PE was not a significant predictor. Finally, print exposure in English was not correlated with French spelling outcomes. These results suggest that morphological awareness is a key metalinguistic skill to supporting French spelling beyond graduation.","abstract_has_math":false,"creators":["Parsons, Kenda Bailey"],"institution":"Carleton University","degree_name":"Master of Cognitive Science (M.Cog.Sc.)","degree_level":"Master's","degree_discipline":"Cognitive Science","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024","date_published":"2024","updated_at":"2026-07-24T01:34:41Z","subjects":[],"languages":["en"],"rights":["Copyright © 2024 the author(s). Theses may be used for non-commercial research, educational, or related academic purposes only. Such uses include personal study, distribution to students, research and scholarship. 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However, students are not consistently attaining a level of French equivalent to native French speakers (Genesee, 1987) and many graduates do not retain their French knowledge (Turcotte, 2019). To explore this pattern in greater depth, 92 graduates of Canadian FSL programmes completed an online survey. Participants were assessed on receptive vocabulary, print exposure (PE), morphological awareness (MA), and general spelling ability, in both English and French. English vocabulary, PE, and MA accounted for 35% of the variance in overall English spelling. French vocabulary and MA accounted for 28% of the variance in overall French spelling, but French PE was not a significant predictor. Finally, print exposure in English was not correlated with French spelling outcomes. These results suggest that morphological awareness is a key metalinguistic skill to supporting French spelling beyond graduation."]},{"key":"dc:title","label":"Title","values":["Individual Variation in French-L2 Spelling Ability"]}]}],"canonical_facts":{"dc:creator":["Parsons, Kenda Bailey"],"dc:date.accessioned":["2025-04-08T20:49:11Z"],"dc:date.available":["2025-04-08T20:49:11Z"],"dc:date.issued":["2024"],"dc:description.abstract":["Canadian French-as-a-Second-Language (FSL) programmes teach students how to read and write in French with the goal of bilingualism. However, students are not consistently attaining a level of French equivalent to native French speakers (Genesee, 1987) and many graduates do not retain their French knowledge (Turcotte, 2019). To explore this pattern in greater depth, 92 graduates of Canadian FSL programmes completed an online survey. Participants were assessed on receptive vocabulary, print exposure (PE), morphological awareness (MA), and general spelling ability, in both English and French. English vocabulary, PE, and MA accounted for 35% of the variance in overall English spelling. French vocabulary and MA accounted for 28% of the variance in overall French spelling, but French PE was not a significant predictor. Finally, print exposure in English was not correlated with French spelling outcomes. These results suggest that morphological awareness is a key metalinguistic skill to supporting French spelling beyond graduation."],"dc:identifier.doi":["10.22215/etd/2024-16229"],"dc:identifier.uri":["https://hdl.handle.net/20.500.14718/43084"],"dc:language.iso":["en"],"dc:publisher":["Carleton University"],"dc:rights":["Copyright © 2024 the author(s). Theses may be used for non-commercial research, educational, or related academic purposes only. 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