Validierung und psychometrische Analyse automatisch generierter Mathematikaufgaben im Bereich Zahlen und Operationen

Scientific Conference (2022, March 09)

Différences de performance dans les compétences langagières et en lecture entre élèves à parcours scolaire régulier et irrégulier, issus de familles immigrées portugaises au Luxembourg.

in University of Luxembourg, LUCET; Ministère de l’Éducation nationale, de l’Enfance et de la Jeunesse, SCRIPT (Eds.) Rapport national sur l’éducation au Luxembourg 2021 (2021)

Sprach- und Leseunterschiede zwischen portugiesischen Migrantenkindern mit und ohne Klassenwiederholung in Luxemburg.

in University of Luxembourg, LUCET; Ministère de l’Éducation nationale, de l’Enfance et de la Jeunesse, SCRIPT, (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)

Antônio ist ein Junge aus Luxemburg im schulpflichtigen Alter. Er wird demnächst Lesen und Schreiben lernen. Antônios Eltern sind Portugiesen, und zu Hause sprechen sie nur ihre Muttersprache. In Cycle 1 ... [more ▼]

Antônio ist ein Junge aus Luxemburg im schulpflichtigen Alter. Er wird demnächst Lesen und Schreiben lernen. Antônios Eltern sind Portugiesen, und zu Hause sprechen sie nur ihre Muttersprache. In Cycle 1 (Vorschule) hat Antônio Luxemburgisch sprechen gelernt. Seit er in der Vorschule mit der Sprache in Berührung gekommen ist, hat er sich einen großen Wortschatz in Luxemburgisch angeeignet. Wortschatzkenntnisse gehören zu den wichtigsten Voraussetzungen für das Lesen (Lervåg & Aukrust, 2010). Kinder, die das Lesenlernen mit umfangreicheren Wortschatzkenntnissen beginnen, haben bessere Chancen auf Lernerfolge beim Lesen. Für Kinder in Luxemburg ist es eine große Herausforderung, dass der Schriftspracherwerb in Deutsch erfolgt, das für die meisten von ihnen eine Fremdsprache ist, und nicht in Luxemburgisch, also der Sprache, die sie zuvor in Cycle 1 gelernt haben. [less ▲]

Résultats du monitoring scolaire national ÉpStan dans le contexte de la pandémie de COVID-19 (Matériels supplémentaires)

in LUCET; SCRIPT (Eds.) Rapport National sur l´Éducation au Luxembourg 2021 (2021)

Befunde aus dem nationalen Bildungsmonitoring ÉpStan vor dem Hintergrund der COVID-19- Pandemie

in LUCET; SCRIPT (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)

Learning mathematics with shackles: How lower reading comprehension in the language of mathematics instruction accounts for lower mathematics achievement in speakers of different home languages

in Acta Psychologica (2021)

Rechenstörungen

in Ugen, Sonja; Schiltz, Christine; Fischbach, Antoine (Eds.) et al Lernstörungen im multilingualen Kontext: Diagnose und Hilfestellungen (2021)

LEARN Newsletter - Édition 2021

Book published by LEARN (2021)

A propensity score matching approach on predicting academic success of primary school students

Scientific Conference (2020, July)

School career and academic achievement are known to greatly affect an individual’s path through life (e.g., Trapmann, Hell, Weigand & Schuler, 2007; Jimerson, 2001). In Luxembourg, recent findings ... [more ▼]

School career and academic achievement are known to greatly affect an individual’s path through life (e.g., Trapmann, Hell, Weigand & Schuler, 2007; Jimerson, 2001). In Luxembourg, recent findings indicate that at school entrance (i.e., the beginning of Grade 1) the majority of the students achieve or even surpass the required minimum level of core competencies such as mathematics and early literacy (Hoffmann, Hornung, Gamo, Esch, Keller, & Fischbach, 2018). However, in Grade 3 (i.e., after the first two years of elementary school) many students do no longer achieve the required minimum level of competencies in math and literacy (ibid.). Especially students with another language background than (any of) the official languages in Luxembourg (Luxembourgish, German, and French) and those socio-economically disadvantaged were found to be more likely not to obtain the competency level (ibid.). The current study aims to investigate which specific factors may facilitate (or hinder) learning progression by using longitudinal data of the Luxembourg School Monitoring Programme Épreuves Standardisées from Grade 1 (2014, 2015) to Grade 3 (2016, 2017, 2018). More specifically, students with irregular pathways (i.e., those who experienced grade retention) will be identified as treatment group and compared to a stratified control group of students following regular pathways. For each student of the treatment group, one or more students from the control group will be matched through propensity score matching, a matching procedure based on logistic regression, according to different pre-sets of variables. In a second step, the two groups will be compared in regards to competency levels as well as to socio-emotional context variables such as family background, student-teacher interaction, and school satisfaction aiming at identifying characteristics potentially facilitating (or hindering) a student’s school career. [less ▲]

The effect of grade retention on reading skills of immigrant children in multilingual elementary school. A longitudinal study.

Presentation (2019, November 06)

In a longitudinal study the effect of grade retention on reading skills of immigrant children in multilingual elementary school was investigated. The study was conducted between 2013 and 2017 and thirty ... [more ▼]

In a longitudinal study the effect of grade retention on reading skills of immigrant children in multilingual elementary school was investigated. The study was conducted between 2013 and 2017 and thirty-four per cent of the sample was lost due to grade retention. These children had been followed from kindergarten to grade 3 of elementary school. To observe differences among promoted and retained students, we assessed them using various language and socioeconomic measures. We also compared a subgroup of promoted students, scoring lower in grade 2 than the mean of retained students in reading comprehension. The current study revealed four main findings. Firstly, there were no significant differences between promoted and retained students in their first language vocabulary (Portuguese). Secondly, there was a significant difference in second and third language vocabularies (Luxembourgish and German) and in German reading tasks (the language of instruction) from kindergarten to grade 2, with promoted students scoring higher than retained students. Thirdly, and most importantly, retained students did not catch up with promoted students in the language of instruction (German) measures even after grade retention, but they did in language of socialisation (Luxembourgish). Fourthly, and in contrast to retained students, the low-achieving promoted students improved significantly in German reading comprehension by grade 3.The last two findings underline that grade retention does not lead to improvement in children’s reading comprehension. As vocabulary is one of the main predictors of reading comprehension, programs that improve poor readers’ vocabulary knowledge may be more efficient than grade retention. The present findings corroborate previous studies reporting that grade retention is not beneficial and that low-achieving students promoted to the next grade show better academic outcomes later than retained students. [less ▲]