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

Autor/inn/en	Schmitt, Ann M.; Horner, Sherri L.; Lavery, Matthew R.
Titel	The Impact of Summer Programs on the English Language Scores of Migrant Children
Quelle	In: Literacy Research and Instruction, 59 (2020) 1, S.78-93 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schmitt, Ann M.) ORCID (Horner, Sherri L.) ORCID (Lavery, Matthew R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2019.1687794
Schlagwörter	Summer Programs; Program Effectiveness; Migrant Children; English (Second Language); Seasonal Laborers; Agricultural Laborers; Migrant Education; English Language Learners; Latin Americans; Elementary School Students; School Location; Instructional Program Divisions; Achievement Gains; Language Proficiency; Language Skill Attrition; Spanish Speaking; Educational Legislation; Federal Legislation; Ohio + Suchen Sie Ihr Suchwort? Sommerkurs; English as second language; English; Second Language; Englisch als Zweitsprache; Seasonal worker; Seasonal workers; Seasonal laborer; Seasonal labourer; Seasonal labourers; Saisonarbeiter; Agricultural labourers; Landarbeiter; Latin America; People; Lateinamerika; Bevölkerung; Volk; Schulgelände; Achievement gain; Leistungssteigerung; Language skill; Language skills; Sprachkompetenz; Sprachverfall; Bildungsrecht; Schulgesetz; Bundesrecht
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01