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Träfflista för sökning "AMNE:(SOCIAL SCIENCES Educational Sciences) ;pers:(Reichenberg Monica 1950)"

Sökning: AMNE:(SOCIAL SCIENCES Educational Sciences) > Reichenberg Monica 1950

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  • Reichenberg, Monica, 1950, et al. (författare)
  • Overcoming language barriers to citizenship: Predictors of adult immigrant satisfaction with language training programme in Sweden
  • 2019
  • Ingår i: Education, Citizenship and Social Justice. - : SAGE Publications. - 1746-1979 .- 1746-1987. ; 14:3, s. 279-289
  • Tidskriftsartikel (refereegranskat)abstract
    • The Scandinavian countries currently face their largest ever wave of immigration. The immigration wave increases the need for immigrants to learn the host language to be able to participate in work life and become a citizen of the host country. Yet, the language training programmes – ‘Swedish for Immigrants’ in Sweden have come under great criticism for inefficiency. But now, surveys have been carried out with the adult immigrants taking part in the language training programmes. Consequently, the purpose of the present study is to identify predictors of adult immigrant students’ attitudes towards language learning at the training programmes in Sweden. Using survey data collected from adult immigrants participating in the language training programmes, we conduct a series of ordinary least squares regressions. We report that the majority of immigrant students are satisfied with the language programmes. Our findings indicate that satisfaction seems to be due to variables such as level of education, age at arrival, and language exposure through social networks but not to socioeconomic status or sex.
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  • Reichenberg, Monica, 1950 (författare)
  • Metodrushen
  • 2015
  • Ingår i: Specialpedagogisk tidskrift - att undervisa. - 2000-429X. ; :1, s. 6-9
  • Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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  • Reichenberg, Monica, 1950, et al. (författare)
  • The importance of structured text talks for students´ reading comprehension. An intervention study in special schools .
  • 2014
  • Ingår i: Journal of Special Education and Rehabilitation. - : Journal of Special Education and Rehabilitation. - 1857-663X. ; 15:3-4, s. 77-94
  • Tidskriftsartikel (refereegranskat)abstract
    • The present intervention study reveals that students diagnosed with an intellectual disability (ID) are able to construct meaning from written expository text through guided social interaction. There were 31 students recruited from four special schools participating in this intervention study.The study involves a pre-test phase and a post-test phase. The students were divided into two intervention conditions: (a) reciprocal teaching (RT), which involved practice in four reading strategies- prediction, question generating, clarification, and summarisation-and (b) inference training IT), which involved practice in answering inference questions, i.e., where you have to read between the lines to find the answer. The training included 16 sessions over 8 weeks. Pre- testing and post-testing included seven tests. Improvement of test results was obtained in both conditions to about the same extent, indicating that both conditions were beneficial
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