Page 191 - Second language development of newly arrived migrant kindergarteners - Frederike Groothoff

The influence of the school learning environment 191 interaction effect between Age and percentage of time spent on Mathematical Activities (see Table 6.8 in Appendix 6 with the estimated parameters). Pupils with a lower percentage of time spent on Mathematical Activities score higher on the GIS than pupils who spent a higher percentage of time on Mathematical Activities. 4 3,9 3,8 3,7 3,6 3,5 3,4 Minus 1 sd Mean Mathematical Activities Plus 1 sd Age in Months Figure 8.10: Development of Guiraud Index Score with Mathematical Activities as Explanatory V ariable. The addition of the percentage of time spent in Balanced Language Situations improved the General Development Model of the GIS (ΔΧ2 (GISVIII) = 3.83; df = 1; p = .05; see Table 8.15): the higher the percentage of time spent in Balanced Language Situations, the higher the GIS. No interaction between Age and percentage of time spent in Balanced Language Situations was found (GISIX) . Table 8.15: Fit of Different Polynomials (-2LL) for Changes in Guiraud Index Score (162 cases) with the Addition of Balanced Language Situations (BalLanSit) as Explanatory V ariable. Comparison -2LL Models ΔΧ2 Δdf p 3.83 1 .05 1.08 1 .30ns Model GISIV: β0ijcons + β1jAge1ij 349.52 GISVIII: GISIV + β2BalLanSitij GISIX: GISVIII + β3Age*BalLanSitij 345.69 GISIV vs GISVIII 344.61 GISVIII vs GISIX The difference in GIS when the percentage of time spent in Balanced Language Situations was taken into account is graphically presented in Figure 8.11. There was a fixed main effect of the percentage of time spent in Balanced Language Situations, but there was no interaction effect between Age and percentage of time spent in Balanced Language 51 55 59 63 67 71 75 79 83 87 91 95 99 103 Guiraud Index Score