ARE MIGRANT STUDENTS CLOSING THE GAP?

2021 ◽  
pp. 1-25
Author(s):  
Nicole Marx ◽  
Christian Gill ◽  
Tim Brosowski
Keyword(s):  
Grade Level ◽  
Reading Skills ◽  
Ad Hoc ◽  
Immigrant Students ◽  
Central Importance ◽  
Migrant Students ◽  
Data Points ◽  
Closing The Gap ◽  
Reading Subskills ◽  
Mainstream Students

Abstract Since 2015, increased numbers of newly immigrated schoolchildren in Europe have resulted in divergent, often ad hoc measures to provide for their education. Because the basis of classroom learning is information found in written texts, the development of grade-level reading skills is of central importance. However, little is known about immigrant students’ reading skills at and following transition, and no data is available for Germany, where the study was conducted. We report the results of a longitudinal study in which migrant students’ (N = 136) reading subskills after transition into mainstream were investigated at three points over the course of 2 years and compared to cohort performance (N = 517) in grades 7 through 9. Results showed that immigrant students performed significantly below mainstream students on all measures for all data points, with little evidence that they are beginning to close the gap even after several years in mainstream.

Developing Evidence-Based Assessment to Prevent Over- or Underidentification of Disorders for New Language Learners

2020 ◽  
Vol 5 (4) ◽  
pp. 1026-1038
Author(s):  
Sandra Levey ◽  
Li-Rong Lilly Cheng ◽  
Diana Almodovar
Keyword(s):  
Language Learners ◽  
Grade Level ◽  
Reading Skills ◽  
Language Disorder ◽  
Academic Development ◽  
Review Article ◽  
Evidence Based ◽  
Clinical Knowledge ◽  
Language And Literacy ◽  
Support Evidence

Purpose The purpose of this review article is to present certain linguistic domains to consider in the assessment of children learning a new language. Speech-language pathologists frequently face difficulty when determining if a bilingual or multilingual child possesses a true speech or language disorder. Given the increased number of new language learners across the world, clinicians must understand differences versus disorders to prevent underidentification or overidentification of a disorder. Conclusions Early identification of a true disorder has been shown to prevent language and literacy difficulties, given that children are able to achieve grade-level reading skills when given intervention. Clinical knowledge and skills are strongly required so that children receive evidence-based assessment to support their academic development. Learning Goal Readers will gain an understanding of the factors that support evidence-based assessment of bilingual and multilingual language learners.

Patterns of Listening and Reading Skills in Visually Handicapped Students

1981 ◽  
Vol 75 (5) ◽  
pp. 215-218 ◽  
Author(s):  
Thomas A. Wood
Keyword(s):  
Predictive Value ◽  
Grade Level ◽  
Reading Skills ◽  
Residential Schools ◽  
Reading Scores ◽  
Verbal Intelligence ◽  
Listening Skills ◽  
Developmental Patterns ◽  
Visually Handicapped ◽  
Age Range

This study compared the developmental patterns of listening and reading skills of 71 visually handicapped students in the fourth, fifth, and sixth grades of four residential schools for the blind. Grade level, chronological age, intelligence, mode of reading, sex, socioeconomic status, and degree of visual impairment, were treated as predictor variables. Subjects were tested with the adapted version of the Durrell Listening-Reading Series. The results indicated that tested verbal intelligence accounted for most of the variance in listening and reading scores and had greater predictive value for listening than for reading. The other variables had little or no predictive value for either listening or reading. Furthermore, the development of listening skills was found to be stronger than reading skills at each grade level, and listening remained the superior mode across the age range.

scholarly journals Going through the lockdown: a longitudinal study on the psychological consequences of the coronavirus pandemic

2021 ◽  
Vol 23 (3) ◽  
Author(s):  
Salvatore Gullo ◽  
Ilaria Misici ◽  
Arianna Teti ◽  
Michele Liuzzi ◽  
Enrico Chiara
Keyword(s):  
Social Support ◽  
Longitudinal Study ◽  
Normative Data ◽  
Online Survey ◽  
Ad Hoc ◽  
Well Being ◽  
Psychological Consequences ◽  
Snowball Sampling ◽  
Data Points

Coronavirus 2019 pandemic lockdown in Italy lasted for 2 months, 1 week and 2 days. During this long period, one of the longest in Europe, the restrictions produced effects on people’s psychological well-being, with consequences that also continued after lockdown. The purpose of the study is to investigate these effects and how they changed in the general population over a period of time. We are also interested in exploring people’s post-lockdown anxiety and concerns. We conducted an online survey using snowball sampling techniques. The longitudinal study consisted of four administrations covering a period of 10 weeks between April (baseline) and June (last follow-up). Levels of anxiety and depression were assessed by GAD-7 and PHQ-9, coping strategies were assessed by Brief Resilient Coping Scale (BRCS) and social support was assessed by MSPSS. Post-lockdown anxiety was explored by developing a set of ad-hoc questions. PCA was used to determine the principal categories of post-lockdown anxiety/concern resulting from the ad-hoc questions. Longitudinal data, given their nested structure, were analyzed through mixed modeling. Of the 411 responders at baseline, 169 had at least 3 out of 4 data points; the analysis was therefore conducted on this sample. Levels of depression and anxiety were found to be significantly higher in the study sample in comparison with normative samples for each of the fourtime points; levels of coping showed that scores from the study sample were significantly lower than normative data at all-time points. Levels of perceived social support were significantly lower than normative data at the baseline and the first follow-up. The results of the study suggest that the lockdown experience had enduring consequences on the mental health of individuals. Prevention and support interventions to limit the psychological distress caused by COVID-19 should be taken into consideration in countries experiencing a second wave of the pandemic.

Automated Part Inspection Using 3D Point Clouds

2013 ◽  
Author(s):  
Lee J. Wells ◽  
Mohammed S. Shafae ◽  
Jaime A. Camelio
Keyword(s):  
Point Cloud ◽  
Manufacturing Systems ◽  
Ad Hoc ◽  
Point Clouds ◽  
Measurement Technology ◽  
False Alarms ◽  
3D Point Clouds ◽  
Laser Scanners ◽  
Data Points ◽  
Part Inspection

Ever advancing sensor and measurement technologies continually provide new opportunities for knowledge discovery and quality control (QC) strategies for complex manufacturing systems. One such state-of-the-art measurement technology currently being implemented in industry is the 3D laser scanner, which can rapidly provide millions of data points to represent an entire manufactured part’s surface. This gives 3D laser scanners a significant advantage over competing technologies that typically provide tens or hundreds of data points. Consequently, data collected from 3D laser scanners have a great potential to be used for inspecting parts for surface and feature abnormalities. The current use of 3D point clouds for part inspection falls into two main categories; 1) Extracting feature parameters, which does not complement the nature of 3D point clouds as it wastes valuable data and 2) An ad-hoc manual process where a visual representation of a point cloud (usually as deviations from nominal) is analyzed, which tends to suffer from slow, inefficient, and inconsistent inspection results. Therefore our paper proposes an approach to automate the latter approach to 3D point cloud inspection. The proposed approach uses a newly developed adaptive generalized likelihood ratio (AGLR) technique to identify the most likely size, shape, and magnitude of a potential fault within the point cloud, which transforms the ad-hoc visual inspection approach to a statistically viable automated inspection solution. In order to aid practitioners in designing and implementing an AGLR-based inspection process, our paper also reports the performance of the AGLR with respect to the probability of detecting specific size and magnitude faults in addition to the probability of a false alarms.

scholarly journals Preparing Students for Education, Work, and Community: Activity Theory in Task-Based Curriculum Design

2015 ◽  
Vol 31 ◽  
pp. 68 ◽  
Author(s):  
Chris Campbell ◽  
Seonaigh MacPherson ◽  
Tanis Sawkins
Keyword(s):  
Activity Theory ◽  
Postsecondary Education ◽  
Curriculum Design ◽  
Ad Hoc ◽  
Immigrant Students ◽  
English For Academic Purposes ◽  
Postsecondary Institutions ◽  
Participation Communautaire ◽  
Langue Seconde ◽  
And Task

This case study describes how sociocultural and activity theory were applied in the design of a publicly funded, Canadian Language Benchmark (CLB)-based English as a Second Language (ESL) credential program and curriculum for immigrant and international students in postsecondary institutions in British Columbia, Canada. The ESL Pathways Project was conceived to prepare immigrant students to navigate the multiple pathways in the settlement process from postsecondary education to the workplace, community participation, and citizenship. The innovation in curriculum design resulted from the systematic reinterpretation of situated cognition and task-based design using activity theory. Given that both situated and task-based learning share intersecting theoretical lineages with activity theory, this reinterpretation was more a deepening and improvement than a reconceptualization process. The ensuing units were defined by the real-world activities and contexts of target communities of practice, with relevant instructional topics, tasks, genres, skills, and outcomes presented in a systematic manner to support learners to participate, ultimately, in those target communities. This process contrasts with traditional ad hoc forms of task-based curriculum design in ESL and EAP (English for Academic Purposes).Cette étude de cas décrit dans quelle mesure la théorie socioculturelle et la théorie de l’activité ont joué un rôle dans la conception d’un programme d’étude à crédits pour l’anglais langue seconde reposant sur les niveaux de compétence canadiens et visant les immigrants et les étudiants internationaux dans les institutions postsecondaires en Colombie britannique au Canada. Le projet « ESL Pathways » (Parcours en anglais langue seconde) a été conçu pour aider les étudiants immigrants à naviguer les divers parcours que présente le processus d’établissement, depuis les études postsecondaires à la citoyenneté en passant par le milieu du travail et la participation communautaire. Le programme novateur résulte d’une réinterprétation systématique, par le biais de la théorie de l’activité, de la conception située et centrée sur les tâches. Puisque la cognition située et l’apprentissage basé sur les tâches partagent des éléments de la théorie de l’activité, cette réinterprétation représente plutôt un approfondissement et une amélioration qu’une reconceptualisation. Les unités qui en découlent reposent sur des activités réelles et des communautés de pratiques cibles, et elles présentent des thèmes, des tâches, des genres, des habiletés et des résultats de façon systématique de sorte à favoriser la participation des apprenants à ces communautés. Ce processus se distingue des formes traditionnelles et ad hoc de conception des programmes d’étude en anglais langue seconde et en anglais académique.

scholarly journals Developing School-relevant Language and Literacy Skills through Dialogic Literary Gatherings

2019 ◽  
Vol 8 (1) ◽  
pp. 51 ◽  
Author(s):  
Garazi Lopez de Aguileta
Keyword(s):  
Reading Skills ◽  
Academic Language ◽  
Immigrant Students ◽  
Educational Practice ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Dialogic Learning ◽  
Educational Linguistics ◽  
Low Levels ◽  
Literary Classics

Research in the field of educational linguistics has found that low levels of academic language development negatively affect children’s language, reading and writing skills and, therefore, academic achievements. This is more noticeable in students from low SES backgrounds, who traditionally have a lower exposure to academic language. Nevertheless, dialogic learning environments such as Dialogic Literary Gatherings (DLGs), a worldwide educational practice where participants read and debate literary classics in an egalitarian dialogue, contribute to the appearance of school-relevant language and literacy skills. Although multiple studies on DLGs have shown their impact in different levels, including improving vocabulary and reading skills, the emergence of such skills has not been studied in depth yet. This exploratory study aims to analyze the emergence of academic language and literacy skills in 19 students between the ages of 11 and 13 studying in a school in Spain with over 90% immigrant students. Results show that the egalitarian dialogue in which DLGs are based favors the emergence of school-relevant language and literacy skills, such as judgements and arguments, referential links, or connectives.

Newly arrived migrant students in German schools: Exclusive and inclusive structures and practices

2017 ◽  
Vol 17 (2) ◽  
pp. 290-304 ◽  
Author(s):  
Henrike Terhart ◽  
Nora von Dewitz
Keyword(s):  
Social Inclusion ◽  
Immigrant Students ◽  
Classroom Interaction ◽  
Point Of View ◽  
Migrant Children ◽  
Theoretical Point ◽  
Migrant Students ◽  
Conflict Zones ◽  
Multilingual Classroom ◽  
New Immigrant

Newly arrived migrant students in German schools are currently the centre of attention. In 2015 and 2016 the incoming number of migrant children and adolescents of school-age has risen. Schools, the education administration as well as politics need to take action with regard to this. In the on-going debate on new immigrant students in school, German media and the public focus have been predominantly on asylum seekers from conflict zones such as Syria or Afghanistan. For schools, the increasing number of newcomers with no or little proficiency of German currently poses a challenge, even though new immigrant students at school are not a new phenomenon, but rather a permanent one. From a theoretical point of view, social participation can be discussed within the division of inclusion and exclusion. In this article we examine the potential of a theoretical framework of social inclusion and exclusion in the case of new immigrant students and establish a connection between the organisation of schooling and practices in class. The analysis of a scene of multilingual classroom interaction, held in a separate class for newcomers only, shows how a complex interplay of including and excluding effects structure the situation of newly arrived migrant students.

Brief Reports: A Search for Reading Difficulties among Erred Word Problems

1977 ◽  
Vol 8 (3) ◽  
pp. 227-230
Author(s):  
J. Dan Knifong ◽  
Boyd D. Holtan
Keyword(s):  
School Children ◽  
Word Problems ◽  
Grade Level ◽  
Reading Ability ◽  
Reading Skills ◽  
Reading Difficulties ◽  
Decisive Role ◽  
Simple Arithmetic ◽  
Poor Reading ◽  
Weak Support

The most persistent assumption about children's difficulties with word problems is that reading plays a decisive role. This assumption is so embedded in professional thinking that it remains in spite of rather severe challenges and weak support (see Knifong & Holtan, 1976, for a review). It is acknowledged that if a child cannot read a problem, then he certainly cannot work it. It is further acknowledged that (a) it is possible to construct a word problem that can be solved by simple arithmetic operations but can be written in such a style that grade school children cannot decipher its meaning; and (b) a typical classroom will contain a few students, usually one or two, who are dramatically behind grade level in reading ability and probably other subjeets as well. The issue is not whether reading underlies success in word problems—that is assumed. Rather, the issue is whether poor reading skills typically contribute to failure, or whether failure is due to some other factor(s).

scholarly journals The Socio-Educational Adaptation of Secondary School Migrant Students in Sicily: Migrant Generation, School Linguistic Mediation and Teacher Proactivity Factors

2021 ◽  
Vol 10 (7) ◽  
pp. 269
Author(s):  
José Juan Carrión-Martínez ◽  
Stefania Ciaccio ◽  
María del Mar Fernández-Martínez ◽  
Carmen María Hernández-Garre ◽  
María Dolores Pérez-Esteban
Keyword(s):  
Social Relations ◽  
First Generation ◽  
Immigrant Students ◽  
Social Adaptation ◽  
Quantitative Methodology ◽  
Migrant Students ◽  
Generation Immigrant ◽  
Mediation Processes ◽  
Teaching Learning ◽  
Educational Variables

This study aims to analyze the implications of linguistic mediation processes and educational proactivity in schools for the socio-educational adaptation of immigrant students. The study is based on empirical research and the perspectives of the main actors: the immigrant students themselves. To this end, a non-experimental and descriptive quantitative methodology was used. The sample consisted of 100 students of foreign origin enrolled in an Italian school located in a typical socio-cultural environment. The results show significant differences in linguistic mediation and socio-educational variables and differences in expectations of progress and social adaptation of students born outside Italy vis-a-vis students who, although born in Italy, are still considered foreigners. It will also analyze teaching proactivity as a communication facilitator for first-generation immigrant pupils born outside Italy. In conclusion, it is noted that, to favor multicultural environments where all students, regardless of their origin, feel accepted, integrated, and welcomed, it is necessary to utilize all available resources to promote improvements in teaching-learning processes and strengthen social relations.

Lateral Dominance in Tachistoscopic word Recognitions of Children at Two Levels of Ability

1970 ◽  
Vol 22 (4) ◽  
pp. 600-604 ◽  
Author(s):  
Walter F. McKeever ◽  
Maurice D. Huling
Keyword(s):  
Word Recognition ◽  
Grade Level ◽  
Cerebral Hemisphere ◽  
Reading Skills ◽  
Right Hemisphere ◽  
Recognition Performance ◽  
Reading Proficiency ◽  
The Other ◽  
Normal Reading ◽  
The Right

Monocular tachistoscopic word recognition performance as a function of word placement to the right or left of fixation was studied in 20 seventh grade children. Half the subjects possessed normal reading skills, while the other half read at a third grade level. Words directed to the left cerebral hemisphere (right field words) were recognized significantly more often ( P < 0.005) in both groups than words channelled to the right hemisphere. The result supports the view that right field recognition superiority reflects the language specialization of the left hemisphere rather than “training” of the left hemiretinae through the acquisition of reading proficiency.

Sign in / Sign up

Export Citation Format

Share Document