scholarly journals Language and literacy skills of home and international university students: How different are they, and does it matter?

2018 ◽  
Vol 22 (2) ◽  
pp. 349-365 ◽  
Author(s):  
DANIJELA TRENKIC ◽  
MEESHA WARMINGTON
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
Academic Outcomes ◽  
Literacy Skills ◽  
Group Differences ◽  
Language And Literacy ◽  
Significant Group ◽  
Entry Requirements ◽  
International University

Although international students experience lower attainment at university than home students (Morrison et al., 2005), reasons are poorly understood. Some question the role of language proficiency as international students come with required language qualifications. This study investigated language and literacy of international students who successfully met language entry requirements and those of home students, matched on non-verbal cognition, studying in their native language. In a sample of 63 Chinese and 64 British students at a UK university, large and significant group differences were found at entry and eight months later. Furthermore, language and literacy indicators explained 51% of variance in the Chinese group's grades, without predicting the home students’ achievement. Thus language proficiency appears predictive of academic outcomes only before a certain threshold is reached, and this threshold does not correspond to the minimum language entry requirements. This highlights a systematic disadvantage with which many international students pursue their education.

scholarly journals The Role of Prekindergarten Spanish in Predicting First-Grade English Word Reading Among Dual-Language Learners

2019 ◽  
Vol 62 (6) ◽  
pp. 1755-1774
Author(s):  
Language and Reading Research Conso ◽  
Carol Mesa ◽  
Gloria Yeomans-Maldonado
Keyword(s):  
Language Proficiency ◽  
Oral Language ◽  
Structural Equation ◽  
Word Reading ◽  
First Grade ◽  
English Word ◽  
Literacy Skills ◽  
Equation Modeling ◽  
Language And Literacy

Purpose The purpose of the current study was to examine the role that the 1st language, Spanish, at prekindergarten (pre-K) plays in predicting 2nd language (L2), English, word reading in 1st grade. In addition, it examines the role of conceptual vocabulary in predicting word reading in English. Method As part of a longitudinal study of predictors and models of reading comprehension from pre-K to 3rd grade, 248 children attending preschool programs completed Spanish and English measures in the spring of each academic year. In this article, we report the results of English and Spanish measures of oral language and literacy skills that were administered in pre-K and 4 measures of English word reading that were administered in 1st grade. Results Results from structural equation modeling indicated that Spanish oral language made significant direct and indirect contributions to English oral language and word reading. Further, results supported previous evidence indicating that L2 letter knowledge and L2 oral language proficiency are the strongest predictors of L2 word reading in 1st grade. Discussion Similar to findings with monolingual English-speaking children, results support findings that, in the early stages of reading development, oral language in both 1st language and L2 make a significant and independent contribution to word reading. This study has important implications for the support of oral language skills in Latino preschool children.

scholarly journals Conclusion: Perspectives on Language, Literacy, and Deafness

2019 ◽  
Vol 9 (4) ◽  
pp. 286
Author(s):  
Peter V. Paul ◽  
Faisl Alqraini
Keyword(s):  
Language Proficiency ◽  
English Learners ◽  
English Language ◽  
Second Language Learners ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Decoding Skills ◽  
Literacy Learners ◽  
English Literacy

As indicated in this Special Issue, there has been much debate on the development of English language and literacy in d/Deaf and hard of hearing (d/Dhh) students. Questions remain on the nature of the first language and the relation of this language to the development of English literacy. There is also considerable controversy on the role of English phonology. Adding to the complexity is the increase of d/Dhh children for whom English is not the home language and the ongoing challenge of addressing the needs of those with disabilities or additional disabilities. After describing English literacy and the need for documenting desirable research characteristics, the authors of this conclusion article utilize a construct named the Qualitative Similarity Hypothesis (QSH) as the guiding framework for addressing issues such as the role of phonology and the nature of the through-the-air form of the language of print. The QSH asserts that d/Dhh students need to master the same set of fundamentals as typical English literacy learners. These fundamentals include code-related, language-related, and comprehension-related skills. One major assertion is that proficiency in the through-the-air form of English is essential for achieving proficiency in conventional English literacy skills. It is argued that the importance of English language proficiency has been emphasized in literacy models that delineate the strong connections among language, reading, and writing, even for second language learners of English or English learners. Another major assertion is that proficiency in English phonology is necessary (albeit not sufficient) for the development of emerging decoding skills. The use of English phonology facilitates the early and advanced literacy comprehension skills. The article concludes with recommendations for additional research, including the understanding of the visual representation of the structure of English, the development of comprehensive English language assessments, and the exploration of literacy-related skills such as decoding and comprehension. Finally, the validity of the QSH also needs to be further investigated.

Phonetic, Phonological, and Language Skills of Children with a Cleft Palate

2003 ◽  
Vol 40 (5) ◽  
pp. 460-470 ◽  
Author(s):  
Helen Morris ◽  
Anne Ozanne
Keyword(s):  
Language Development ◽  
Cleft Palate ◽  
Language Proficiency ◽  
Language Skills ◽  
Expressive Language ◽  
Speech Development ◽  
Group Differences ◽  
Language Abilities ◽  
Significant Group ◽  
Language Measures

Objective To evaluate the language, phonetic, and phonological skills at age 3 years of two groups of young children with a cleft palate, with different expressive language proficiency at 2 years of age. Design Two groups of children with a cleft palate with differing abilities in early expressive language skills were identified at age 2 years. Comparisons across groups were made over a range of speech and language measures at age 3 years. Participants Twenty children with cleft palate were allocated to two groups dependent on expressive language abilities at age 2 years. One group had normal language development, and the second group had been identified as having significantly delayed (8 to 12 months’ delay) expressive language development. Main Outcome Measures The children were assessed at 3 years of age using standardized assessments and spontaneous speech samples. Comparisons between the two groups were made on a range of language measures including comprehension, expressive language, and speech. Results Group differences were found on both language and speech abilities at age 3 years. Significant group differences were found in expressive language, percentage of consonants correct, phonetic inventory, and phonological process usage. The group with delayed early expressive language abilities at 2 years continued to have expressive language difficulties at 3 years of age and had more disordered speech development, compared with the nondelayed group. Conclusions A subgroup of children with a cleft palate was identified who exhibited delays in early expressive language and continued to have delayed language and disordered phonological patterns at a later age. Support for three possible etiologies including a structural/anatomical deficit, cognitive/linguistic delay, or language/phonological disorder are discussed.

scholarly journals Depression, Acculturative Stress, and Social Connectedness among International University Students in Japan: A Statistical Investigation

2019 ◽  
Vol 11 (3) ◽  
pp. 878 ◽  
Author(s):  
Minh Nguyen ◽  
Tam Le ◽  
Serik Meirmanov
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
Acculturative Stress ◽  
Social Connectedness ◽  
English Language ◽  
Demographic Data ◽  
Statistical Investigation ◽  
Domestic Students ◽  
Prevalence Of Depression ◽  
International University

(1) This study aims to examine the prevalence of depression and its correlation with Acculturative Stress and Social Connectedness among domestic and international students in an international university in Japan. (2) Methods: A Web-based survey was distributed among several classes of students of the university, which yielded 268 responses. On the survey, a nine-item tool from the Patient Health Questionnaire (PHQ-9), the Social Connectedness Scale (SCS) and Acculturative Stress Scale for International Students (ASSIS) were used together with socio-demographic data. (3) Results: The prevalence of depression was higher among international than domestic students (37.81% and 29.85%, respectively). English language proficiency and student age (20 years old) showed a significant correlation with depression among domestic students (β = −1.63, p = 0.038 and β = 2.24, p = 0.048). Stay length (third year) also displayed a significant correlation with depression among international students (β = 1.08, p = 0.032). Among international and domestic students, a statistically significant positive correlation between depression and acculturative stress, and negative associations of social connectedness with depression and acculturative stress were also found. (4) Conclusions: The high prevalence of depression, and its association with Acculturation stress and Social Connectedness, among the students in this study highlight the importance of implementing support programs which consider the role of Acculturation and Social Connectedness.

The Role of Literary Instruction in the Development of Reading and Writing Skills in Spanish as a Heritage Language during Childhood

2017 ◽  
Vol 14 (2) ◽  
pp. 100-123
Author(s):  
Alejandro Cuza ◽  
Lauren Miller ◽  
Adrian Pasquarella ◽  
Xi Chen
Keyword(s):  
Service Learning ◽  
Phonological Awareness ◽  
Reading Fluency ◽  
Heritage Language ◽  
Word Reading ◽  
Literacy Skills ◽  
Vocabulary Knowledge ◽  
Language And Literacy ◽  
Learning Program

The present study examines the role of instruction in the development of reading and writing skills in Spanish as a heritage language during childhood. Sixty-six (n=66) Spanish heritage speakers in K-4th grade participated in an 18-week Spanish intervention. The curriculum included the development of phonological awareness, reading fluency and accuracy as well as vocabulary via cognate instruction. Undergraduate students majoring in Spanish conducted the intervention as part of a service-learning program. Standardized measures given to the students before and after the intervention included phonological awareness, receptive vocabulary knowledge, word reading accuracy, and word reading fluency. The treatment group was compared to a group of twenty-five children (n=25) who did not participate in the program. The two groups were matched by age and non-verbal reasoning. Results from pre and post-tests showed significant gains for the treatment group in vocabulary growth, word reading fluency and word reading accuracy. Phonological awareness developed significantly for both groups, but there was no advantage for the experimental group. Overall, the intervention was effective at promoting both Spanish language and literacy skills (Rhoades, 2009). Contextualized and explicit instruction on word reading and decoding, as well as oral language and vocabulary knowledge in Spanish, helped Spanish heritage learners develop academic language and literacy skills in their first/minority language. Furthermore, the results provide strong evidence supporting the efficacy of a service-learning program aimed at facilitating the development of literacy skills among child heritage language learners.

scholarly journals A-089 The Role of Anxiety Severity and Neurocognitive Functions in Parkinson’s Disease

2020 ◽  
Vol 35 (6) ◽  
pp. 882-882
Author(s):  
Lee G ◽  
Suhr J ◽  
Boxley L ◽  
Nguyen C
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Symptom Severity ◽  
Neurodegenerative Disorder ◽  
Analysis Of Covariance ◽  
Motor Symptom ◽  
Group Differences ◽  
Significant Group ◽  
Neurocognitive Functions

Abstract Objective Parkinson’s disease (PD) is a neurodegenerative disorder characterized by motor and nonmotor symptoms. While much of the extant literature on neuropsychiatric symptoms and cognitive deficits have focused on depression, comparatively less have examined the role of anxiety among patients with PD. Here, we examined levels of anxiety severity (i.e., minimal, mild, moderate–severe) and cognition in this population. Method Fifty-six PD patients (M age = 60.8 ± 9.3; 69.6% male) being considered for surgical intervention were evaluated at an outpatient clinic. Inclusion criteria included no history of neurosurgical procedure and no other diagnosis of a neurodegenerative disorder. Participants completed a battery of neuropsychological tests and reported mood symptoms (Geriatric Depression Scale-15, Beck Anxiety Inventory). Those who scored above clinical cutoffs for depressive symptoms were excluded due to high comorbidity with anxiety. Motor symptom severity was rated by neurologists using the Unified Parkinson’s Disease Rating Scale. Results Analysis of covariance revealed significant group differences on tests of working memory (p = .03), set-shifting (p = .04), problem-solving (p = .05), and phonemic fluency (p = .03) when controlling for motor symptom severity. PD patients with moderate–severe levels of anxiety performed significantly lower than those with minimal or mild anxiety (p’s < .05). There were no other significant group differences in neuropsychological test performance. Conclusions These findings suggest measurable differences in neurocognitive functions associated with frontostriatal circuits among PD patients with varying levels of overall anxiety. Future work should consider the potential overlap between anxiety and PD symptoms as they relate to cognition.

scholarly journals Executive function and in-patient violence in forensic patients with schizophrenia

2008 ◽  
Vol 193 (3) ◽  
pp. 247-253 ◽  
Author(s):  
Rachael S. Fullam ◽  
Mairead C. Dolan
Keyword(s):  
Executive Function ◽  
Group Differences ◽  
Personality Factors ◽  
Significant Group ◽  
Forensic Patients ◽  
Patient Violence ◽  
Prefrontal Cortical ◽  
Neuropsychological Tasks ◽  
Interpersonal Domain

BackgroundThe literature on the association between neuropsychological deficits and in-patient violence in schizophrenia is limited and the findings inconsistent.AimsTo examine the role of executive function deficits in in-patient violence using measures of dorsolateral (DLPFC) and ventrolateral prefrontal cortical (VLPFC) function.MethodsThirty-three violent and forty-nine non-violent male forensic in-patients with schizophrenia were assessed using neuropsychological tasks probing DLPFC and VLPFC function and on measures of symptoms and psychopathy.ResultsThere were no significant group differences in neuropsychological task performance. Higher rates of violence were significantly associated with lower current IQ scores and higher excitement symptom scores. The ‘violent’ group had significantly higher interpersonal and antisocial domain psychopathy scores. In a logistic regression analysis, IQ and the interpersonal domain of psychopathy were significant discriminators of violent v. non-violent status.ConclusionsPersonality factors rather than symptoms and neuropsychological function may be important in understanding in-patient violence in forensic patients with schizophrenia.

scholarly journals When a seven is not a seven: Self-ratings of bilingual language proficiency differ between and within language populations

2018 ◽  
Vol 22 (3) ◽  
pp. 516-536 ◽  
Author(s):  
BRENDAN TOMOSCHUK ◽  
VICTOR S. FERREIRA ◽  
TAMAR H. GOLLAN
Keyword(s):  
Language Proficiency ◽  
Classification Accuracy ◽  
Picture Naming ◽  
The Self ◽  
Group Differences ◽  
Population Differences ◽  
Significant Group ◽  
Different Types ◽  
Population Comparisons ◽  
Language Membership

Self-ratings of language proficiency are ubiquitous in research on bilingualism, but little is known about their validity, especially when the same scale is used across different types of bilinguals. Self-ratings and picture naming data from 1044 Spanish–English and 519 Chinese–English bilinguals were analyzed in five between- and within-population comparisons. Chinese–English bilinguals scored more extremely than Spanish–English bilinguals, and in opposite directions at different endpoints of the self-ratings scale. Regrouping bilinguals by dominant language, instead of language membership, reduced discrepancies but significant group differences remained. Population differences appeared even in English, though this language is shared between populations. These results demonstrate significant problems with self-ratings, especially when comparing bilinguals of different language combinations; and subgroups of bilinguals who speak the same languages but vary in acquisition history and/or dominance. Objective proficiency measures (e.g., picture naming or proficiency interviews) are superior to self-ratings, to maximize classification accuracy and consistency across studies.

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