dc.creator | OECD. Organisation for Economic Cooperation and Development | |
dc.date.accessioned | 3/11/2016 14:44 | |
dc.date.accessioned | 2024-05-08T20:59:56Z | |
dc.date.available | 3/11/2016 14:44 | |
dc.date.available | 2024-05-08T20:59:56Z | |
dc.date.created | 3/11/2016 14:44 | |
dc.date.issued | 2013-06 | |
dc.identifier | https://hdl.handle.net/20.500.12799/4211 | |
dc.identifier.uri | https://repositorioslatinoamericanos.uchile.cl/handle/2250/9377856 | |
dc.description.abstract | In most OECD countries, newly arrived 15-year-old immigrant students show poorer reading performance than immigrant students who arrived in their new country when they were younger than five. Students who emigrated from less-developed countries where the home language differs from their new language of instruction are particularly vulnerable to the
“late-arrival” penalty in reading performance. Immigrant students from countries with similar levels of development and the same language as the host country do not suffer any late-arrival penalty at all. | |
dc.language | en | |
dc.publisher | OECD | |
dc.relation | PISA in Focus;29 | |
dc.subject | Evaluación del rendimiento escolar | |
dc.subject | Evaluación PISA | |
dc.subject | Inmigrante | |
dc.subject | Comprensión lectora | |
dc.title | Do immigrant students' reading skills depend on how long they've been in their new country? | |
dc.type | Technical Report | |