The Impact of Summer Programs on the English Language Scores of Migrant Children

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Literacy Research and Instruction Pub Date : 2020-01-02 DOI:10.1080/19388071.2019.1687794

Ann Schmitt, Sherri L. Horner, M. Lavery

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引用次数: 2

Abstract

ABSTRACT Children of Migrant and Seasonal Farmworkers (MSFWs) in the United States face educational challenges from language barriers and disjointed schooling due to migration and other factors. This quasi-experimental pretest/posttest study investigated whether summer Migrant Education Programs (MEP) could help prevent summer learning loss in English proficiency. Kindergarten through fourth-grade Latinx migrant students who attended MEP summer programs in Northwest Ohio were assessed with the IDEA Proficiency Test (n = 246) and the i-Ready Diagnostic (n = 92). Paired samples t-tests analyzed pre/post differences, and ANOVA and ANCOVA analyzed differences in gains between school locations and grade levels. On average, migrant students attending the MEP experienced significant gains in their English speaking and language art scores over the summer. These gains did not differ significantly by grade; however, they did differ by school. Results suggest that these programs may prevent learning loss, even resulting in summer learning gains for some children of MSFWs.

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暑期项目对流动儿童英语成绩的影响

摘要：由于移民和其他因素，美国移民和季节性农场工人的子女面临着语言障碍和学校教育脱节的教育挑战。这项准实验性的前测/后测研究调查了夏季移民教育计划（MEP）是否有助于防止夏季英语水平的下降。在俄亥俄州西北部参加MEP暑期项目的幼儿园至四年级拉丁裔移民学生接受了IDEA能力测试（n=246）和i-Ready诊断（n=92）评估。配对样本t检验分析了前后差异，ANOVA和ANCOVA分析了学校地点和年级水平之间的收益差异。平均而言，参加MEP的移民学生在整个夏天的英语口语和语言艺术成绩都有了显著提高。这些成绩在年级上没有显著差异；然而，他们确实因学校而异。研究结果表明，这些项目可以防止学习损失，甚至为一些无国界医生的孩子带来夏季学习收益。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Literacy Research and Instruction EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.70

自引率

8.30%

发文量

期刊介绍： Literacy Research and Instruction (formerly Reading Research and Instruction), the official journal of the College Reading Association, is an international refereed professional journal that publishes articles dealing with research and instruction in reading education and allied literacy fields. The journal is especially focused on instructional practices and applied or basic research of special interest to reading and literacy educators. Peer Review Policy: All articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by reviewers.