Reference : The effect of grade retention on reading skills of immigrant children in multilingual...
Scientific Presentations in Universities or Research Centers : Scientific presentation in universities or research centers
Social & behavioral sciences, psychology : Education & instruction
Multilingualism and Intercultural Studies
http://hdl.handle.net/10993/41326
The effect of grade retention on reading skills of immigrant children in multilingual elementary school. A longitudinal study.
English
Ertel Silva, Cintia mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Alieva, Aigul mailto []
Hornung, Caroline mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET) >]
Schiltz, Christine mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
6-Nov-2019
International
LuxERA Emerging Researchers Conference
06-11-2019
Luxembourg Educational Research Association
Esch-sur-Alzette
Luxembourg
[en] grade retention ; language-minority children ; elementary school ; vocabulary ; reading
[en] 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.
http://hdl.handle.net/10993/41326

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