Tracking Biliteracy Skills in Students Attending Gaelic Medium Education: Effects of Learning Experience on Overall Reading Skills
Abstract
:1. Introduction
1.1. Scottish Gaelic Medium Education
1.2. Factors Affecting Reading for Understanding
2. Study 1: The Development of a Reading Assessment in a Minority Language
- The trajectory of the reading abilities across four school levels (P4–P7) in a cross-sectional study of the children attending a minority language program.
- The factors affecting reading comprehension, considering variables such as the implicit nature of the information or the capacity to remember details.
- Other reading factors at microstructure level, such as reading errors and reading speed.
2.1. Methods
2.1.1. Participants
2.1.2. Materials
2.1.3. Procedures
2.2. Results and Interim Discussion of Study 1
2.2.1. Statistical Analyses of the Reading Components
2.2.2. Statistical Analyses for Concurrent Validity
2.2.3. Statistical Analyses of the Reading Macrostructure Components
2.2.4. Statistical Comparison between English and Gaelic Reading Tests
3. Study 2: A Comparison on Reading in English between Gaelic/English Speakers and English Speakers
- To compare the performance of Gaelic/English speaking children and adults with English speaking monolinguals on the English versions of the Reading for All test, looking at all reading components and macrostructures.
- To investigate if other linguistic measures such as sentence comprehension have a similar development in both Gaelic/English and English children.
3.1. Methods
3.1.1. Participants
3.1.2. Materials
3.1.3. Procedures
3.2. Results for Study 2 and Interim Discussion
3.2.1. Results from TROG-2 Test: Bilingual vs. Monolingual Children
3.2.2. Results on YARC Test: Bilingual vs. Monolingual Children
3.2.3. Results of the Reading for All Test (English Version): Bilingual vs. Monolingual Children
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Group (N/Complete) | Reading Score Mean (SD) | Reading Errors Mean (SD) | Reading Time Mean (SD) |
---|---|---|---|
P4 (23/12) | 11.05 (5.13) | 130.45 (68.59) | 1050.43 (368.78) |
P5 (19/14) | 17.00 (4.78) | 97.36 (68.30) | 678.57 (258.94) |
P6 (22/19) | 17.41 (4.78) | 87.79 (55.25) | 671.09 (155.32) |
P7 (13/12) | 20.54 (3.69) | 56.25 (49.12) | 490.82 (82.20) |
Group (N) | English Reading for All Score | English Reading for All Errors | English Reading for All Speed (msec) | YARC Score | YARC Errors | YARC Speed | TROG-2 |
---|---|---|---|---|---|---|---|
P4 level | |||||||
Gaelic (23) | 20.73 | 45.82 | 660.89 | 3.27 | 22.02 | 188.33 | 13.91 |
(6.55) | (30.06) | (323.44) | (2.38) | (29.19) | (142.40) | (2.45) | |
English (9) | 24.11 | 29.89 | 577.77 | 5.00 | 6.48 | 138.26 | 14.89 |
(2.76) | (15.38) | (117.01) | (1.71) | (7.28) | (67.77) | (2.57) | |
P5 level | |||||||
Gaelic (19) | 23.58 | 34.76 | 412.55 | 4.86 | 11.00 | 100.75 | 15.95 |
(3.59) | (30.20) | (112.45) | (2.19) | (13.50) | (57.39) | (1.54) | |
English (11) | 23.45 | 21.45 | 615.27 | 5.25 | 5.47 | 130.88 | 14.27 |
(2.21) | (6.56) | (304.08) | (1.92) | (4.93) | (72.73) | (2.50) | |
P6 level | |||||||
Gaelic (22) | 24.45 | 20.10 | 391.50 | 5.88 | 6.15 | 93.65 | 16.64 |
(2.58) | (13.32) | (86.40) | (1.57) | (7.37) | (53.40) | (1.15) | |
English (8) | 24.00 | 32.38 | 359.17 | 6.13 | 6.96 | 88.77 | 14.50 |
(2.98) | (24.85) | (76.60) | (2.03) | (7.79) | (43.18) | (2.56) | |
P7 level | |||||||
Gaelic (13) | 25.54 | 15.23 | 350.48 | 6.18 | 5.82 | 82.82 | 16.92 |
(1.94) | (15.45) | (102.19) | (1.35) | (6.95) | (49.65) | (1.98) | |
English (9) | 24.89 | 22.22 | 344.05 | 6.30 | 2.89 | 74.56 | 15.67 |
(2.09) | (10.66) | (65.83) | (1.68) | (4.72) | (28.49) | (1.16) |
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Dickson, E.; Manderson, L.; Obregon, M.; Garraffa, M. Tracking Biliteracy Skills in Students Attending Gaelic Medium Education: Effects of Learning Experience on Overall Reading Skills. Languages 2021, 6, 55. https://doi.org/10.3390/languages6010055
Dickson E, Manderson L, Obregon M, Garraffa M. Tracking Biliteracy Skills in Students Attending Gaelic Medium Education: Effects of Learning Experience on Overall Reading Skills. Languages. 2021; 6(1):55. https://doi.org/10.3390/languages6010055
Chicago/Turabian StyleDickson, Euan, Laura Manderson, Mateo Obregon, and Maria Garraffa. 2021. "Tracking Biliteracy Skills in Students Attending Gaelic Medium Education: Effects of Learning Experience on Overall Reading Skills" Languages 6, no. 1: 55. https://doi.org/10.3390/languages6010055
APA StyleDickson, E., Manderson, L., Obregon, M., & Garraffa, M. (2021). Tracking Biliteracy Skills in Students Attending Gaelic Medium Education: Effects of Learning Experience on Overall Reading Skills. Languages, 6(1), 55. https://doi.org/10.3390/languages6010055