TY  - JOUR
A1  - von Hagen, Alexa
A1  - Kohnen, Saskia
A1  - Stadie, Nicole
T1  - Foreign language attainment of children/adolescents with poor literacy skills
BT  - a systematic review and meta-analysis
JF  - Educational psychology review
N2  - This systematic review investigated how successful children/adolescents with poor literacy skills learn a foreign language compared with their peers with typical literacy skills. Moreover, we explored whether specific characteristics related to participants, foreign language instruction, and assessment moderated scores on foreign language tests in this population. Overall, 16 studies with a total of 968 participants (poor reader/spellers:n = 404; control participants:n = 564) met eligibility criteria. Only studies focusing on English as a foreign language were available. Available data allowed for meta-analyses on 10 different measures of foreign language attainment. In addition to standard mean differences (SMDs), we computed natural logarithms of the ratio of coefficients of variation (CVRs) to capture individual variability between participant groups. Significant between-study heterogeneity, which could not be explained by moderator analyses, limited the interpretation of results. Although children/adolescents with poor literacy skills on average showed lower scores on foreign language phonological awareness, letter knowledge, and reading comprehension measures, their performance varied significantly more than that of control participants. Thus, it remains unclear to what extent group differences between the foreign language scores of children/adolescents with poor and typical literacy skills are representative of individual poor readers/spellers. Taken together, our results indicate that foreign language skills in children/adolescents with poor literacy skills are highly variable. We discuss the limitations of past research that can guide future steps toward a better understanding of individual differences in foreign language attainment of children/adolescents with poor literacy skills.
KW  - poor literacy
KW  - dyslexia
KW  - foreign language
KW  - bilingualism
KW  - meta-analysis
Y1  - 2020
U6  - https://doi.org/10.1007/s10648-020-09566-6
SN  - 1040-726X
SN  - 1573-336X
VL  - 33
IS  - 2
SP  - 459
EP  - 488
PB  - Springer
CY  - New York
ER  - 
TY  - JOUR
A1  - Bogdanova, Oksana Yu
A1  - Miklashevsky, Alex A.
A1  - Bogdanova, Elena L.
A1  - Soldatenkova, O. B.
T1  - Academic Achievement in Math and Foreign Language: Individual Characteristics and Gender Stereotypes
JF  - Sibirskiy psikholoicheskiy zurnal - Siberian of Journal psychology
N2  - The study aims to investigate the contribution of individual characteristics and gender stereotypes of secondary school pupils in academic achievement in math and foreign language. A sample of pupils reported in 6th and 7th grades (three waves) their self-perceived ability and motivation for math and foreign language learning, math and foreign language gender stereotypes, implicit theories of intelligence; academic achievement (grades) in math in foreign language is also included in the analysis. Regression analysis and Mann Whitney U Test demonstrated that self-perceived ability in math and incremental theory of intelligence are significant predictors for academic achievement in maths. Boys are characterised by higher level of self-perceived abilities and motivation for learning math. However, academic achievement of girls in maths and foreign languages are higher as compared to boys. Pupils learning two foreign languages demonstrate higher level of self-perceived abilities for motivation and learning math and less expressed gender stereotypes about success in learning math and foreign languages. Study findings can be used for designing educational programmes for mathematics and foreign languages, professional development and finding solutions for individualized approach in school education.
KW  - self-perceived ability
KW  - motivation
KW  - gender stereotype
KW  - implicit theory of intelligence
KW  - mathematics
KW  - foreign language
KW  - academic achievement
Y1  - 2019
U6  - https://doi.org/10.17223/17267080/73/11
SN  - 1726-7080
SN  - 2411-0809
IS  - 73
SP  - 176
EP  - 196
PB  - Tomsk state univ
CY  - Tomsk
ER  -