By Amy Vreman & Sharon Johnson
Glenwood Public School Collaborative Inquiry
Abstract
This study looks at the use of technology to provide direct instruction on phonological skills to Early Years French Immersion students. It involved one group of students receiving additional instruction on phonological awareness skills with the teacher-librarian in the learning commons and the second group of students receiving instruction only with the classroom teacher. Conclusions demonstrated that “the teacher-librarian is uniquely positioned in the learning commons to augment classroom instruction, provide additional opportunities for practice and to integrate technology in instruction”.
Amy Vreman, Teacher Librarian Greater Essex County DSB, Ontario.