Specific needs in literacy & language learning of refugee children: A comparison of German and Canadian Syrian refugee families
Bibliographic record
Abstract
Literacy and language development and wellbeing of Syrian refugee students are influenced by many factors including educational and refugee protection policies and socio-economic influences within schools and communities. The present study examined these factors contributing to the successes and challenges in language and literacy development, both in English, the second language (L2) and Arabic, the first language (L1), of Syrian refugee children as they settle in Canada. We employed a mixed measures design, five families participated in qualitative interviews, and nine children (5 girls; M age = 134.67 months) also completed a short battery of quantitative language and literacy measures. The interviews uncovered the importance of L1 maintenance and L2 acquisition, and support systems; and results from the quantitative measures suggested that the sample was significantly behind in language and literacy development. When compared to the German sample, both samples showed L2 difficulties.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".