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ARE MIGRANT STUDENTS CLOSING THE GAP?

READING PROGRESSION IN THE FIRST YEARS OF MAINSTREAM EDUCATION

Published online by Cambridge University Press:  26 January 2021

Nicole Marx Open the ORCID record for Nicole Marx [Opens in a new window] ,
Christian Gill  and
Tim Brosowski Open the ORCID record for Tim Brosowski [Opens in a new window]
Nicole Marx*
Affiliation:
Institute of German Language and Literature II, University of Cologne
Christian Gill
Affiliation:
School of Languages, Literature, Cultures and Linguistics, Monash University Melbourne
Tim Brosowski
Affiliation:
Institute of Psychology and Cognition Research, University of Bremen
*
*Correspondence concerning this article should be addressed to Nicole Marx, Philosophische Fakultät, Institut für Deutsche Sprache und Literatur II, Albertus-Magnus-Platz 1, 50923 Köln, Germany. E-mail: n.marx@uni-koeln.de
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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.

Type
Research Article
Information
Studies in Second Language Acquisition , Volume 43 , Issue 4 , September 2021 , pp. 813 - 837
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Copyright
© The Author(s), 2021. Published by Cambridge University Press

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References

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