Exempting students with poor literacy skills from foreign language instruction is not based on systematic evidence¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q1
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Policies and practices of exempting students with poor literacy skills from foreign language study are based on personal beliefs rather than data about potential successes, per the review's framing of Wight (2015). → von Hagen 2021

Evidence¶

von Hagen 2021¶

von Hagen, A., Kohnen, S., & Stadie, N. (2021). Foreign Language Attainment of Children/Adolescents with Poor Literacy Skills: a Systematic Review and Meta-analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09566-6

q1 · i? · quant-synthesis · r3

Theoretical argument in the introduction: the review reports, citing Wight (2015), that exemptions rest on "personal beliefs and preferences" and are made "in the absence of actual data about the potential successes of students with special needs"; the review was conducted to supply that evidence.

"the policies and practices of exempting students from foreign language study demonstrate that they are often discharged "(1) based on personal beliefs and preferences rather than on the basis of a carefully considered consensus of inclusion"

Discussion¶

Related Claims¶

• Significant between-study heterogeneity limits interpretation of foreign language attainment differences in poor readers/spellers — related
• Children/adolescents with poor literacy skills show similar average foreign language receptive vocabulary knowledge to peers with typical literacy skills — related
• Children/adolescents with poor literacy skills score poorer on foreign language phonological awareness, letter knowledge, and reading comprehension than peers with typical literacy skills — related
• Foreign language reading comprehension performance varies to a similar extent in poor and typical literacy groups — related
• Language pairing, onset age of instruction, and age of assessment showed no significant impact on foreign language word reading group differences — related
• Poor readers/spellers vary significantly more than controls in foreign language phonological awareness performance — related
• No evidence of reporting bias was found for the foreign language word reading SMD meta-analysis — related