Since 2015, increased numbers of newly immigrated schoolchildren in Europe have resulted in divergent, often ad hoc measures to provide for their education. Because the basis of classroom learning is information found in written texts, the development of grade-level reading skills is of central importance. However, little is known about immigrant students’ reading skills at and following transition, and no data is available for Germany, where the study was conducted. We report the results of a longitudinal study in which migrant students’ (N = 136) reading subskills after transition into mainstream were investigated at three points over the course of 2 years and compared to cohort performance (N = 517) in grades 7 through 9. Results showed that immigrant students performed significantly below mainstream students on all measures for all data points, with little evidence that they are beginning to close the gap even after several years in mainstream.

中文翻译：

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移民学生是否正在缩小差距？

自 2015 年以来，欧洲新移民学童数量的增加导致为他们的教育提供不同的、通常是临时性的措施。因为课堂学习的基础是书面文本中的信息，所以年级阅读技能的发展至关重要。然而，对于移民学生在过渡期和过渡期后的阅读技能知之甚少，也没有关于进行这项研究的德国的数据。我们报告了一项纵向研究的结果，其中农民工学生 (ñ= 136) 在 2 年的时间里，在三个点对过渡到主流后的阅读子技能进行了调查，并与队列表现进行了比较 (ñ= 517）在 7 至 9 年级。结果表明，移民学生在所有数据点的所有指标上的表现都显着低于主流学生，几乎没有证据表明他们即使在主流社会几年后也开始缩小差距。