Improving second language skills of immigrant students: A field trial study evaluating the effects of a summer learning program

Stanat, Petra; Becker, Michael; Baumert, Jürgen; Lüdtke, Oliver; Eckhardt, Andrea G.

doi:10.1016/j.learninstruc.2011.10.002

Cited by 51 publications

(28 citation statements)

References 39 publications

(46 reference statements)

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“…In a German sample of students with different socio-economic backgrounds, Siewert (2008a, 2008b) found no summer learning losses in reading. These results concur with those of Stanat, Becker, Baumert, Lüdtke, & Eckhardt (2012) who investigated the effects of a reading intervention on grammar, reading, and vocabulary: The control group which did not take part in the intervention but was also measured before and after the summer break showed steady values in grammar and even increases in reading and vocabulary over the summer vacation.…”

Section: Summer Learning Loss In Other Knowledge Domainssupporting

confidence: 87%

“…Researchers and authors such as Wiseman and Baker (2004) and Stanat et al (2012) have expressed their regret about the lack of studies in Europe.…”

Section: Need For International Research On Summer Learning Lossmentioning

confidence: 99%

“…For reading and spelling, only one study found an influence of the children's background. Here, children from immigrant families suffered learning losses (Becker et al, 2008;Stanat et al, 2012).…”

Section: Research Question 2: Influence Of Moderating Variablesmentioning

confidence: 99%

“…Remedial programs in reading and spelling were mostly developed for children from immigrant families (e.g., Knifka, 2008;Spinner, 2008;Stanat et al, 2012). The few programs in mathematics that do exist mostly focus on highly motivated and/or highly talented students (OEMG, 2014).…”

Section: Implications For Mathematics Educationmentioning

confidence: 99%

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The Effects of Nine-Week Summer Vacation: Losses in Mathematics and Gains in Reading

Paechter

Luttenberger

Macher

et al. 2015

EURASIA J MATH SCI T

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Summer vacations interrupt the rhythm of learning and may result in a loss of knowledge and skills. This study investigates summer learning losses in an Austrian sample with nine-week summer vacations. The results show losses as well as gains for students in lower secondary education (182 students between 10 and 12 years old). Students experienced losses in arithmetic problem solving (measured by the HAWIK IV intelligence test) and spelling (measured by the standardized spelling test HSP 5-9), but gains in reading (measured by the Salzburg Reading-Screening, SLS-8). Losses or gains in a knowledge domain appear to depend on the degree of practice during the summer vacation. Contrary to American studies, students could make up for their losses within nine weeks following the re-start of school. In addition, socio-economic variables such as the mother's educational background had a small impact on summer learning losses in arithmetic problem solving.

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Section: Summer Learning Loss In Other Knowledge Domainssupporting

confidence: 87%

“…Researchers and authors such as Wiseman and Baker (2004) and Stanat et al (2012) have expressed their regret about the lack of studies in Europe.…”

Section: Need For International Research On Summer Learning Lossmentioning

confidence: 99%

Section: Research Question 2: Influence Of Moderating Variablesmentioning

confidence: 99%

Section: Implications For Mathematics Educationmentioning

confidence: 99%

See 2 more Smart Citations

The Effects of Nine-Week Summer Vacation: Losses in Mathematics and Gains in Reading

Paechter

Luttenberger

Macher

et al. 2015

EURASIA J MATH SCI T

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“…Im Ergebnis steht, dass die Kinder, die vermittels der kombinierten Methode gefördert wurden, unmittelbar nach der Förderung in grammatischem Wissen und Lesefähigkeit signifikant bessere Ergebnisse erzielten als die Kontrollgruppe. Drei Monate nach der Intervention wurden lediglich für die Lesefähigkeit noch signifikante Effekte gefunden (Stanat et al 2012a). Anknüpfend an diesen Befunden wurde die Interventionsstudie "BeFo -Bedeutung und Form.…”

Section: Die Besondere Rolle Bildungsrelevanter Sprachlicher Fähigkeitenunclassified

Stichwort: Entwicklung sprachlicher Fähigkeiten von Kindern und Jugendlichen im Bildungskontext

Gogolin

2014

Z Erziehungswiss

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Zusammenfassung In diesem Stichwortartikel wird ein Überblick über jüngere Forschung gegeben, die sich dem Thema Sprachentwicklung aus einer Bildungsforschungsperspektive heraus zuwendet. Im Fokus stehen Untersuchungen, die sich auf das deutsche Bildungssystem beziehen. Den Ausgangspunkt dieser Forschung bildet das Problem der Bedeutung sprachlicher Fähigkeiten für Bildungserfolg und weitere Bereiche gesellschaftlicher Partizipation. Gesucht wird nach Faktoren, die das Zustandekommen differenzieller sprachlicher Fähigkeiten über die Bildungszeit und in späteren Phasen der Biographie erklären können. Komplementär dazu wenden sich Untersuchungen der Frage zu, welche Einflussmöglichkeiten dem Bildungssystem und für das Bildungshandeln zur Verfügung stehen, um Sprachentwicklungsprozesse zu fördern. Im Artikel wird zunächst ein Rückblick auf internationale und deutsche Forschungstraditionen gegeben, die für Untersuchungen zur Sprachentwicklung aus der Perspektive der Bildungsforschung Grundlagen liefern. Sodann wird der Stand der Forschung betrachtet, der zur Frage nach Einflussfaktoren auf sprachliche Entwicklung im Schul-und höheren Lebensalter vorliegt. Abschließend wird ein Blick auf die -noch in den Anfängen steckenden -Untersuchungen geworfen, die sich dem Problem des sprachentwicklungsförderlichen Handelns in Bildungsinstitutionen zuwenden. Dazu gehören angewandte Forschung, die im Kontext von Modellversuchen oder anderen Praxisprojekten entstand, sowie experimentelle Interventionen und ihre Evaluation. 408 I. Gogolin 3Schlüsselwörter Sprachkompetenz · Spätere Sprachentwicklung · Einsprachigkeit · Zweisprachigkeit · Mehrsprachigkeit · Sprachbildung · Bildungssprache · Metasprachliche Fähigkeiten · Kognitive Kontrolle Language development of children and adolescents in the context of educationAbstract This article contains a review of recent research on the topic of language development in an educational research perspective. The contribution is focussed on research which was carried out in the German education system. The starting point of such research was the insight that mastery of a language is of core importance for educational success as well as for participation in a society. The research which is presented in this review article strives to identify factors that are relevant for the development of different language abilities during an education biography. The article starts with an overview of international and national research traditions which build the ground for the investigation of language development in an educational research perspective. A second part of the article deals with research projects that aimed to unveil factors which are influential for differential language development during a school career. In the third part of the article, an outlook on recent research is presented which deals with the question how language development can be fostered and supported by educational institutions. In Germany, such projects are just beginning. They mainly derive from the evaluation of model projects ...

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Young Minority Home‐Language Students’ Biased Reading Self‐Concept and Its Consequences for Reading Development

Segerer

Niklas²,

Suggate

et al. 2020

Reading Research Quarterly

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Young students who speak a different language at home than that spoken in school (i.e., a minority home‐language) appear to exhibit a biased reading self‐concept. Importantly, this biased reading self‐concept may correspond with altered causal pathways between reading self‐concept and achievement in minority home‐language students. To test this idea, the authors examined cross‐lagged links between reading self‐concept and reading achievement in a large multiple‐group longitudinal study in Germany. Students with German (n = 885), Turkish (n = 193), or another (n = 550) home language were tested yearly in grades 1–4 on measures of reading and reading self‐concept. Despite showing lower reading achievement, students speaking a minority home language exhibited a higher reading self‐concept. Cross‐lagged paths revealed reciprocal effects between reading achievement and reading self‐concept from grade 1 to grade 2, particularly for students with German as a home language. Minority home‐language students showed significantly lower effects of reading achievement on their subsequent reading self‐concept from grade 1 to grade 2. From grade 2 onward, reading achievement predicted reading self‐concept, but not vice versa.

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Improving second language skills of immigrant students: A field trial study evaluating the effects of a summer learning program

Cited by 51 publications

References 39 publications

The Effects of Nine-Week Summer Vacation: Losses in Mathematics and Gains in Reading

The Effects of Nine-Week Summer Vacation: Losses in Mathematics and Gains in Reading

Stichwort: Entwicklung sprachlicher Fähigkeiten von Kindern und Jugendlichen im Bildungskontext

Young Minority Home‐Language Students’ Biased Reading Self‐Concept and Its Consequences for Reading Development

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