Do Immigrant Students' Reading Skills Depend on How Long they Have Been in their New Country?
AbstractIn most OECD countries, newly arrived 15-year-old immigrant students show poorer reading performance than immigrant students who arrived in their new country when they were younger than five. Students who emigrated from less-developed countries where the home language differs from their new language of instruction are particularly vulnerable to the “late-arrival” penalty in reading performance. Immigrant students from countries with similar levels of development and the same language as the host country do not suffer any late-arrival penalty at all.
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Bibliographic InfoPaper provided by OECD Publishing in its series PISA in Focus with number 29.
Date of creation: May 2013
Date of revision:
This paper has been announced in the following NEP Reports:
- NEP-ALL-2013-07-20 (All new papers)
- NEP-CWA-2013-07-20 (Central & Western Asia)
- NEP-MIG-2013-07-20 (Economics of Human Migration)
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