Page 121 - Second language development of newly arrived migrant kindergarteners - Frederike Groothoff
P. 121

Table 5.16: Fit of Different Models (-2LL) for Changes in Story Structure (168 cases) with Addition of Exposure to Dutch at School (EDS) as Explanatory Variable.     Model SS4: β0ijcons + β1ijAge1ij + β2Age2ij SS7: SS4 + β3EDSij SS8: SS7 + β4Age*EDSij Comparison -2LL Models 757.71 741.36 SS4 vs SS7 717.54 SS7 vs SS8 ΔΧ2 Δdf 16.35 1 23.82 1 p <.001 <.001 Development of narrative ability 121                    In Figure 5.11 the general development of SS with Exposure to Dutch as explanatory variable for pupils with different ages is presented (see Table 2.4 in Appendix 2 for the estimated parameters). There was a fixed main effect of Exposure to Dutch at School and an interaction effect between Age and Exposure to Dutch at School. Therefore, all lines in Figure 5.11 show an increase (remember that when pupils grew older, their Exposure to Dutch also increased one month), however, since the effect of Exposure is smaller for older pupils, the striped and dotted line for the oldest pupils shows less difference with the solid black line (the hypothetical 0 Exposure line) compared to the lines of the youngest and average aged pupils.    12 10 8 Exposure = 0      6     Youngest Child = 51 months old  4 2 0 Avarage Aged Child = 63 months old Oldest Child = 78 months old     Age in Months Figure 5.11: Development of Story Structure with Exposure to Dutch at School as Explanatory Variable. The addition of the variable type of Educational Facility did not improve the fit of the model for Story Structure. This means that we could not show that stories of pupils who 51 55 59 63 67 71 75 79 83 87 91 95 99 103 Story Structure Score 


































































































   119   120   121   122   123