This study focused on the implementation of a reading intervention within a grade 6 Post Intensive French (PIF) classroom. The intervention was comprised of introducing recent research-based literacy practices for middle school learners of French as a second or alternate language while focusing on the development of the lower level processing skills (the skills needed to learn to read). The goal of this study was to discover the impacts of the recent practices on the growth of the students’ reading skills, and if the development in reading skills would help close the gap between the students’ reading skills and the expectations of the PIF program. The results of this study showed that the existing gap did close, and that the recent literacy practices used in this reading intervention were effective, a significant gap remains.
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