Nancy Wise has a Ph.D. in Second Language Education and a M.Ed. in Special Education from the Ontario Institute for Studies in Education of the University of Toronto. She worked as a special education resource teacher from 1985 to 2013 for the York Region District School Board. She spent 20 of those years in the French immersion context, advocating for the educational needs of students with learning challenges. The doctoral research of Nancy Wise focused on the effectiveness of early identification and early intervention for struggling readers in French immersion programs. Additionally, she examined the difficulties faced by families of French immersion students with special education needs as they attempt to gain access to support. Her research has been published by the Ontario Ministry of Education and in peer-reviewed educational journals, and she has been a presenter at conferences organized by Canadian Parents for French, ACPI/CAIT, and CASLT.
Learning Opportunities
Reading Risk Assessment Tools and Strategies to Support at-risk Readers in K-3 French Immersion Classes
Presented By
Nancy WiseSession Details
| Date | Time |
|---|---|
| March 01, 2017 | 9:00 am to 3:30 pm |
Location
Grade Levels
AllChildren in French immersion programs who struggle with the acquisition of reading skills need evidence-based instructional interventions that will set them up for later academic success. These must be initiated at an early stage in their literacy development, while the achievement gap between strong and weak readers is still relatively small.
In this workshop, Dr. Nancy Wise will share a phonologically-based reading intervention to support at-risk readers who are acquiring a second or additional language. Tests of phonological awareness (PA) that can be used for reading risk assessment purposes will also be recommended. A three-year PA training study conducted at the Ontario Institute for Studies in Education of the University of Toronto (Wise, D’Angelo, & Chen, 2015) will provide compelling evidence of the effectiveness of this reading intervention for struggling readers in the French immersion context. This study was the first of its kind to facilitate the acquisition of early reading skills in both French and English, and reading gains were shown to last well beyond the completion of training.
You will be provided with a suggested scope and sequence for PA training, sample instructions, learning goals, and success criteria to help you replicate this early intervention program in your schools.
Target Audience
K-3 French Immersion Teachers, Administrators and Speech Language Pathologists who work in the FRIM context