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Copyright of Éducation et Francophonie is the property of Association Canadienne d'Education de Langue Francaise (ACELF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Psychologie Française is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigates the relevance of the information provided by parents when screening for language delays in pre-school children.Method. – Parents of 670 pupils of medium section of nursery school (4–5 years) and of 799 pupils of the high section of nursery school (5–6 years) answered questions about their child’s language and behaviour. Some of these same children passed currently available ERTL4 and BREV tasks (in medium section) and BSEDS tasks (in high section). Items concerning language delay were selected from the parents’ questionnaire by the principal component analysis method, and correlation between parental answers to these items and the task results were examined.Results. – Parents’ opinion was strongly and specifically correlated with tasks assessing the correct/incorrect aspects of speech and expressive language and less strongly with tasks assessing vocabulary or comprehension.Conclusion. – Parents’ opinion is useful when screening for delays of speech and expressive language in pre-school children. [Copyright &y& Elsevier]

Examines the comprehension of Grade six students in two French immersion classrooms about chemical reactions in France. Use of a task-based instructional approach in teaching science lesson; Importance of the teaching approach in shifting the mode of teaching; Implication for science teaching and content-area teaching in a second language.