Developing mental orthographic representations in refugee spellers with low literacy: How much input is too much?

Year Published:

Abstract

Background: We used two principles of implicit learning, variability and complexity, to train mental orthographic representations in refugee English learners to improve spelling. Methods: Twenty‐eight refugees enrolled in a 10‐week English class were trained on classroom words using stimuli designed to encourage implicit learning. We contrasted high‐variability visual input combined with either high‐linguistic or low‐linguistic complexity, using a short (<5 minute) PowerPoint‐based training. Participants were regularly tested on their spelling and were compared with themselves using single subject design. Individual effect sizes were aggregated across participants, and we used dependent measures t‐tests to compare conditions. Results: Participants learned significantly more treated words than control words in the high‐variability/low‐complexity condition, but not in the high‐variability/high‐complexity condition. Conclusions: Refugees can benefit from interventions designed to promote implicit learning but can be overwhelmed by too much input.

Citation

Relevant Evidence Summaries

The evidence was reviewed and included in the following summaries: 

What strategies are effective for English language acquisition in newcomer populations?

This evidence summary, authored by Switchboard, provides an overview of the current evidence on the effectiveness of various interventions for English language learning among newcomers. It addresses two crucial questions: Are there specific elements of English language acquisition programs for newcomer populations that are more effective or efficient than others? What role does technology play…

About this study

AGE: Adults

DIRECTION OF EVIDENCE: Inconclusive or mixed impact

FULL TEXT AVAILABILITY: Paid

HOST COUNTRY: United States

HOST COUNTRY INCOME: High

INTERVENTION DURATION: 10 weeks

INTERVENTION: High-variability vocabulary teaching

OUTCOME AREA: Education

POPULATION: Refugees

REGION OF ORIGIN OF PARTICIPANT(S): Multiple Regions

STRENGTH OF EVIDENCE: Moderate

TYPE OF STUDY: Impact evaluation

YEAR PUBLISHED: 2018

More STUDIES

Using culturally appropriate, trauma-informed support to promote bicultural self-efficacy among resettled refugees: A conceptual model

Resettled refugees face pressure to integrate successfully into the culture of their resettlement country within a relatively short period of time. Though successful integration is important, research has shown that ethnic identity and participation in the ethnic culture of origin play a key role in supporting the mental health of resettled refugees. This paper presents…

Working towards culturally responsive trauma-informed care in the refugee resettlement process: Qualitative inquiry with refugee-serving professionals in the United States

Trauma-informed care (TIC) approaches have gained popularity in various contexts of human services over the past decades. However, relatively little has been explored about how it is applicable and built into services for refugee populations in resettlement programs. This study explores the current status of the application of TIC in refugee-serving agencies and identifies perceived…

A multitier model of refugee mental health and psychosocial support in resettlement: Toward trauma-informed and culture-informed systems of care

Refugees endure tremendous trauma during migration and resettlement. Despite the wide range of needs and challenges refugees have, previous research on refugee mental health has concentrated on the clinical treatment of certain common mental disorders related to premigration trauma. This narrow attention creates an environment in which positive mental health and social functioning are seen…