Migrant Preschool Children's School Readiness and Early Elementary School Performance

Autor/inn/en	Tavassolie, Tanya; López, Claudia; De Feyter, Jessica; Hartman, Suzanne C.; Winsler, Adam
Titel	Migrant Preschool Children's School Readiness and Early Elementary School Performance
Quelle	In: Journal of Educational Research, 111 (2018) 3, S.331-344 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2016.1261074
Schlagwörter	Migrants; Preschool Children; School Readiness; Longitudinal Studies; Public Schools; Elementary School Students; Emergent Literacy; Reading Fluency; Reading Tests; Achievement Tests; Standardized Tests; State Standards; Followup Studies; High Stakes Tests; Agricultural Laborers; Immigrants; Kindergarten; Grade 1; Grade 2; Grade 3; Florida; Florida (Miami); Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Stanford Achievement Tests; Florida Comprehensive Assessment Test + Suchen Sie Ihr Suchwort? Migrantin; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Readiness for school; School ability; Schulreife; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Public school; Öffentliche Schule; Frühleseunterricht; Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Follow-up studies; Kontaktstudium; Agricultural labourers; Landarbeiter; Immigrant; Immigrantin; Immigranten; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03
Abstract	Little is known about the early educational performance of children in migrant farmworker families. The authors examined the school readiness and early school success of 289 four-year-old preschool children of migrant families attending Redlands Christian Migrant Association centers. Children's school readiness was assessed and public school records were used for longitudinal follow-up. Children improved on age-4 school readiness domains, and although some struggled with emergent English literacy, many performed well on school readiness measures and later coursework. Children quickly became proficient in oral English, and had above-average school attendance. Many scored low on high-stakes tests; however, typically well enough for grade promotion. Students in the sample were comparable to similar students in poverty. School teachers and administrators should have high expectations for students from migrant families because many of them do stay in the public school system, and appear to be quite resilient despite many challenges they face. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01