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Using Pan-Canadian Assessment Program 2016 data for Grade 8/Secondary II students (N=2,244) and teachers in French and English Language Arts (N=598), the analysis identifies positive correlations between reading achievement and professional development activities. Associations include academic pursuits and marking or scoring sessions, with additional differences for students born in Canada versus those not born in Canada, related to curriculum development and professional learning communities.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/impact-of-teachers-professional-development-on-the-reading-achievement-of-canadian-allophone-students/597044/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/impact-of-teachers-professional-development-on-the-reading-achievement-of-canadian-allophone-students/597044.png","ImageObject",300,407,{"name":92,"@type":93},"Rainbow Cat","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What question does the study address?","Question",{"text":112,"@type":113},"The study investigates the impact of teachers’ professional development on the learning and reading achievement of Canadian allophone students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What data and participants were used?",{"text":117,"@type":113},"The analysis uses Pan-Canadian Assessment Program 2016 data for Grade 8/Secondary II Canadian allophone students (N=2,244) and French/English Language Arts teachers (N=598).",{"name":119,"@type":110,"acceptedAnswer":120},"Which types of teacher professional development were linked to reading achievement?",{"text":121,"@type":113},"Reading achievement showed positive associations with academic pursuits (e.g., university courses) and marking or scoring sessions.",{"name":123,"@type":110,"acceptedAnswer":124},"Do the effects differ based on whether students were born in Canada?",{"text":125,"@type":113},"Yes. Curriculum development practices correlated positively with students born in Canada, while participation in professional learning communities correlated positively with students not born in Canada.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},597044,1792638182,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},962090769181,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Impact of Teachers’ Professional Development on the Reading Achievement of Canadian Allophone Students  \nYesifa Azovide1, Yamina Bouchamma1, & Marc Basque2 1 Université Laval, 2 Université de Moncton  \nAuthor Note  \nThe authors acknowledge the Council of Ministers of Education, Canada for access to the Pan-Canadian Assessment Program data.  \nAbstract  \nThis study examines the impact of teachers’ professional development on Canadian allophone students’learning and reading performance levels. We used the data from the Pan-Canadian Assessment Program 2016 involving Grade 8/Secondary II Canadian allophone students (N = 2,244) and teachers in French and English Language Arts (N = 598). Our correlation results show that Canadian allophone students’reading achievement was positively associated with teachers’ professional development activities such as academic pursuits (e.g., university courses) and marking or scoring sessions. The correlations also demonstrate that teachers’ professional practice of curriculum development had a positive influence on the learning levels of Canadian allophone students who were born in Canada, while teachers’ participation in professional learning communities had a positive effect on Canadian allophone students who were not born in Canada.  \nKeywords: student achievement, Canadian allophone students, teacher professional development, student linguistic diversity, Pan-Canadian Assessment Program  \nIntroduction  \nThe number of immigrants in member countries of the Organisation for Economic Co-operation and Development (OECD) is on the rise, particularly due to the increase in international conflicts and natural catastrophes that have led to a growing diversity in immigration on many levels (e.g., language, ethnic, social, cultural, and religious) (Coste & Cavalli, 2018a; Population Division, 2020; Vertovec, 2007). In turn, this increasingly diversified immigration flux has had major repercussions on host societies in terms of education and the students’ linguistic and cultural dimensions (Appave & David, 2017; Castles, 2010; Castles et al., 2002; Czaika & De Haas, 2014; Dalton-Puffer et al., 2014; Demireva, 2019; Directorate-General for Communication, 2018; Goldin et al., 2011; Newland, 2017; OECD, 2018; Silver, 2015; Somers, 2018; Triandafyllidou, 2018; Zetter et al., 2006). For this reason, we are now seeing more allophone students younger than 16 years ofage who were born in or outside of the welcoming country and whose first language differs from the language of instruction in the host country.  \nIt is with this in mind that many student assessment programs, such as the prominent Programme  \nfor International Student Assessment (PISA), focus on student achievement by considering students’different language-related characteristics and their teachers’ professional development to propose actions based on these profiles and needs (OECD, 2016a). In Canada, the Pan-Canadian Assessment Program (PCAP) informs on the learning levels of students across Canada, including those of students whose first language differs from the language of instruction. This program evaluates the reading level of students who are 13–16 years of age and the impact of their teachers’ professional growth activities on their learning processes.  \nCanada has ranked highly among OECD countries with a strong education system (O’Grady et al., 2016; OECD, 2016a). However, recent PISA and PCAP results show that student performance levels in Canada have declined in the last 10 years (O’Grady et al., 2016). One factor that may explain this decrease is the increase in the number of new arrivals in the country, which went from 6,328,755 to 7,540,830 people between 2011 and 2016, signifying 1,212,075 additional immigrants (Statistics Canada, 2017). Within this immigrant population are students younger than 16 years of age whose first language differs from the languages of instruction in Canada (Council of Ministers of Education, Canada, 2016; OE","cbCaijInDvBoOAG9","https://ap.wps.com/l/cbCaijInDvBoOAG9","pdf",445390,15,"English","# Introduction\n# Review of the Literature\n# Abstract\n# Keywords","[{\"question\":\"What question does the study address?\",\"answer\":\"The study investigates the impact of teachers’ professional development on the learning and reading achievement of Canadian allophone students.\"},{\"question\":\"What data and participants were used?\",\"answer\":\"The analysis uses Pan-Canadian Assessment Program 2016 data for Grade 8/Secondary II Canadian allophone students (N=2,244) and French/English Language Arts teachers (N=598).\"},{\"question\":\"Which types of teacher professional development were linked to reading achievement?\",\"answer\":\"Reading achievement showed positive associations with academic pursuits (e.g., university courses) and marking or scoring sessions.\"},{\"question\":\"Do the effects differ based on whether students were born in Canada?\",\"answer\":\"Yes. Curriculum development practices correlated positively with students born in Canada, while participation in professional learning communities correlated positively with students not born in Canada.\"}]","Impact of Teachers’ Professional Development on the Reading Achievement of Canadian Allophone Students | PDF",1792084264,38]