English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The purpose of this study was to increase the English Reading comprehension skills for lowerability students in Late French Immersion (LFI) through the use of Direct Instruction (DI) French Literacy support. The investigation was conducted in a semi-urban school district in British Columbia, Canada. The setting was a middle school operating a Grade 6-8 LFI program and the study occurred at the Grade 7 level, comprised of 82 students. The effects of DI French Literacy support were evaluated by a pretest-posttest quasi-experimental design. Lower-ability students demonstrated improved English Reading comprehension skills. The study illustrates that lower-ability students, who are atrisk, can attain proficient English Literacy skills while remaining in a Late French Immersion program. (

Improving English Literacy Skills for Lowerability Students in Late French Immersion