The World of SIFE: Potential and Possibilities

Drs. Elaine Klein and Gita Martohardjono

RISLUS/CUNY Graduate Center

The SIFE Forum, Nov 12, 2010

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Official definition of SIFE

Subgroup of ELLs Recent arrivals to the US Older students Low literacy Gaps in prior schooling (2 yrs +)

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The RISLUS / former OELL SIFE Study

Phase I (2005 – 2006)Case studies 12 students identified as SIFE 9th grade 2 NYC high schools Native language: Spanish

Phase II: (2006-2008)18 month Longitudinal Study 103 students identified as SIFE 9th and 10th grade 5 NYC high schools Native language: Spanish

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Research Questions

What are the characteristics of SIFE? What academic competencies do SIFE

bring to school in the US? What are the academic needs of SIFE?

How do SIFE differ from other ELLs?

InstrumentsQuantitative:

Intake and exit questionnaire (Spanish) ALLD Literacy and content diagnostics

(Spanish and English) Oral language (Spanish and English) Listening comprehension (Spanish and

English typical language development) Qualitative:

Classroom observations Teacher and student interviews

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Pre- and Basic Literacy Higher-Level Literacy

- Vocabulary and Reading Comprehension- Academic Language Use

Content Areas- Math- (Science)- (Social Science) K-12

Academic Language and Literacy Diagnostic (ALLD)

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A Striking Result

After the same length of stay in school (1 ½ years) and similar ESL instruction (sometimes in the same classrooms) ...

SIFE show considerable delaysin English academic skills when compared to regular ELLs

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Academic Literacy (English)On average, SIFE are:

4 years behind ELLs in vocabulary 3 years behind ELLs in reading comprehension

Comparison of L2 English Literacy:ELLs vs. SIFE

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Mean Grade Level Scores on Vocabulary and Reading Comprehension

0

1

2

3

4

5

6

7

8

9

Vocabulary ReadingComprehension

Gra

de L

evel

ELL

SIFE

WHY THIS DELAY?

SIFE Backgrounds?SIFE Attitudes?

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SIFE Backgrounds

Most are from the Dominican Republic, Mexico or Honduras.

Most live in the U.S. with only one parent and have family members in their country of origin.

Most report high school as highest level of education among family members in U.S. 12

SIFE Attitudes

Strong motivation for school success

Positive attitudes towards education in Spanish & English.

High levels of self-efficacy & strong expectations that their education will contribute to future success in a job or at college

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Goals and Aspirations

6%

33%

61%

Social Non-Professional Professional

Type of goal

Perc

enta

ge o

f

Gaps in Prior Schooling?

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Gaps in Schooling

Language Delays ?Memory Deficits?

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Oral Language and Listening Comprehension

Oral Language:Fluent, smooth, intelligible speech; controls appropriate language structure for speaking about complex material.

Listening comprehension:Within the range of typically-developing native speakers

Working memory (WM): Within normal range

18Typical Development

Native Language Literacy Measures

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Basic Literacy in Native Language

First Grade• Phonological & Orthographic Awareness•Word Reading• Simple Sentence Comprehension

Mean % Correct = 96, SD = 4.5

High basic literacy in Spanish

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Academic Literacy in Native Language

Reading Vocabulary:Mean Grade Level 5

Reading Comprehension:Mean Grade Level 3.5

Academic Content Areas in Native Language

Math: Majority at/below grade 3

Science: Majority at/below grade 4

Social Science: Majority at/below grade 4

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What Distinguishes SIFE from ELLs?

Unlike most ELLs, SIFE show serious delays in academic skills in the native language.

In the 9th grade, SIFE are at least 4 grades below expected grade level.

Measures of SIFE Potential

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Academic Gains in One Year1.5 grade levels in Spanish reading

vocabulary1.7 grade levels in Spanish reading

comprehension1 grade level in Spanish math

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SIFE POSSIBILITIES:How to accelerate SIFE gains

Target SIFE for more funding and resources

When possible provide native language support

Provide an additional year, with accelerated instruction, before 9th grade to develop BRIDGES to HS.

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A Critical First Step

Systematic identification of ELLs with interrupted OR inadequate prior schooling!“[d]etailed screening assessments for all students that need them.” (Tough Choices Tough Times 2008)

“...strengthen systems to identify and assess SIFE in all schools... (AFC Report 2010:42)

“Initial assessment is a critical process in identifying ELLs with limited prior schooling to determine starting points for instruction. (Ontario Ministry of Ed. 2010:22)

Online Scoring and Evaluation System (w-SERS)

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Acknowledgements• NYC Department of Education,

OELL• Participating schools• All participants and teachers• RISLUS Research Team

THANK YOU!

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Spanish Reading Vocabulary

Grades ≤ 3; Per-centage Scoring at Each Grade Level;

26%

Grades 4 - 5; Per-centage Scoring at Each Grade Level;

20%

Grades 6 -7; Per-centage Scoring at Each Grade Level;

54%

Spanish Reading Comprehension

Grades ≤ 3; Percent Scor-

ing at Each Grade Level;

68%

Grades 4 - 5; Percent Scoring at Each Grade

Level; 32%

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Transfer of Skills from Spanish to English: Reading Vocabulary

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Transfer of Skills from Spanish to English: Reading Comprehension

Predictors of SIFE English Reading Scores

English Reading Vocabulary:

r = .723; p = .000

Spanish Reading Comprehension:

r = .519; p = .001

SUMMARYShow typical L1 development:

Oral language, syntactic comprehension, and working memory

• Possess foundational reading skills• Show delays in

- Higher level reading skills: (4+ grade levels below expected grade, 9)

- Content Area Knowledge: (5+ grade levels below expected grade, 9)

BUT ARE ABLE TO MAKE GAINS IN BOTH 37