Browsing by Subject "vastasaapunut oppilas"

Previous studies have shown that students studying preparatory education and the Finnish as a second language and literature curriculum have weaker reading skills compared to students who speak Finnish as their first language (e.g. Ståhlberg et al., 2023). Due to increased immigration, the number of foreign-language students has increased, so preparatory teaching, the teaching of the Finnish as a second language and literature curriculum and their evaluation must be developed. The purpose of this study was to deepen the understanding of the level and challenges of newly arrived students' disciplinary literacy. The research is based on the theory of linguistic socialization, according to which a child is socialized into society by using language (Duff, 2010). The research was carried out as part of the Valu project, which develops a multi-literacy assessment tool for newly arrived pupils. Valu is a research and development project of the The Centre for Educational Assessment CEA in the University of Helsinki. 118 third-grade students participated in the study, doing subject-specific reading skills in Finnish language and literature on computers. Half of the material consisted of ready-made material and half was collected for this study, enabling a quantitative study. The data were analyzed task-specific for time, attempts, points and use of aids using averages, standard deviations, medians, ranges, and the Mann-Whitney U-test. The main result of the study was that the newly arrived pupils mostly answered the Finnish language and literature tasks well, but some of the tasks caused challenges. Newly arrived students spent more time on the tasks on average, needed more attempts on average and scored less on average than other students. Newly arrived students used aids in only a few tasks. In the future, therefore, attention should be paid to the development of preparatory teaching, Finnish as a second language and literature curriculum, and language teaching in general.