Abstract:
This study was conducted over ten weeks with fifty three 5 to 6 year-old kindergarteners
learning French as a second language. The read-aloud strategy consisted of two teachers
reading storybooks to children and explaining unfamiliar words. The teachers al so
engaged children in meaningful di scussions about the text, involving logical and critical
thinking. The results of this study based on data collected through observations,
conferences with children, and children's wri ting samples revealed gains in children's
vocabulary and comprehension skills.
