Research

Renée’s SSHRC funded doctorial work examined individual reading differences amongst second language students to better identify readers at risk for reading difficulties.  The study explored key second language issues, particularly with respect to accessibility to French immersion for various types of learners, the identification of and support for students at risk in French immersion, and first and second language reading development.  Findings shed light on the ability to identify students who may be at risk for reading difficulties in their second language using first and second language early literacy indicators and profiles, the role of cross-linguistic transfer, and students’ knowledge of and use of strategies.  Renée’s Master’s thesis explored women in leadership and the role of the arts in building community leadership and learning communities. 

More recently, Renée has been involved in various language and literacy related research initiatives.  Notably, she has been involved in SSHRC research grant examining the interplay between language and mathematics in elementary and middle schools.  She was the principal investigator on “Universal accommodations and UDL in French immersion” – a research partnership with Anglophone West School District and the Department of Education and Early Childhood Education.  She was also the co-principal investigator on “Students’ Reading Competencies in Intensive French” and “Inclusion in Immersion”.  Renée has also conducted research in the area of Professional Learning Communities, Literacy Across the Curriculum, and Evidence-based Writing practices in second language contexts.  She is currently involved in a longitudinal study that is examining oral language acquisition trends among beginning second language learners.