The purpose of this study was to examine the effects of the order of languages in which students are taught to read in early French Immersion. Specifically, the research compared the results of two matched samples (n = 47) of Grade 3 students on French and English reading skills. One group had been introduced to beginning reading in English, the second group was introduced to beginning reading in French. The results showed no significant differences in English or French reading between the two groups at the end of grade three. The results point to the need for a better understanding of factors which may affect bilingual proficiency, for assessing how such proficiency is measured, and the interdependence between languages in early French Immersion.
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