In Canada, bilingual education is common, especially due to the popularity and success of French immersion (FI). Dicks and Genesee (2017) argue that bilingual education in Canada “is directly linked to historical developments related to Canada’s official polcicies on bilingualism and multiculturalism” (p. 455). In the 1960s, the concept of bilingualism was popularized with French and English being used extensively in the country. Specifically, the quiet revolution, also known as révolution tranquille, in Quebec strengthened the status and role of the French language and culture in the region. In 1963, under the directive of the then Prime Minister, Lester B. Pearson, a royal commission was formed to assess the state of bilingualism in the country and recommend ways through which the country would be developed based on equal partnership between the English and the French. Currently, Canadian schools use immersion programs, which have played a key role in the spread of bilingualism in the country. The introduction of the federal policy of multiculturalism (the Multiculturalism Act of 1988) facilitated the development of new curricula that covers minority-language schools. According to Mukan, Shyika, and Shyika (2017), the common immersion programs in Canadian schools include “Early immersion program (starts in kindergarten or Grade 1); Middle immersion program (starts in Grades 4-5); late immersion program (starts in Grade 7)” (p. 38). Bilingual education in early childhood prepares learners for later developments and improved education outcomes. Learning a second language plays a central role in the brain development of children, which ultimately affects their performance positively. As such, learning French will have a positive effect on reading and writing achievement in English-speaking 4th graders in Canada. The study conducted by Chung et al. (2017) sought to investigate the predictors of word reading in English and French among upcoming bilingual readers, specifically targeting a French immersion early grade educational program. This longitudinal investigation was guided by three main research questions:  1. Which Grade 1 reading subskills predict Grade 3-word reading achievement in English and French for children in French immersion? Do these predictors differ for English and French word reading achievement?  2. Which Grade 1 reading subskills predict trajectories of word reading from Grade 1 to Grade 3 in English and French for children in French immersion? Do these predictors differ for English and French word reading trajectories?  3. How do the trajectories of reading skills compare between typically developing and at-risk children in French immersion during the first 3 years of L2 schooling? (Chung et al., 2017, p. 140). 81 participants, 38 males, and 43 females were recruited from various French immersion programs in a city in Canada. Performance in both English and French was assessed based on the grade level of the learners (Grades 1, 2, and 3). The sample consisted of learners drawn from diverse language backgrounds with half of the participants speaking English only at home and the rest speaking various languages. The study focused on five main measures including non-verbal reason