ERIC Number: EJ1347582
Record Type: Journal
Publication Date: 2022-Sep
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1745-4999
EISSN: EISSN-1745-4999
School-Entry Predictors of Lower Primary Reading and Mathematics Achievement in Kenya
Platas, Linda M.; Perry, Lindsey; Piper, Benjamin; Sitabkhan, Yasmin; Ketterlin-Geller, Leanne
Research in Comparative and International Education, v17 n3 p441-459 Sep 2022
Using a longitudinal data set, this paper examines to what extent school-entry (N = 553; mean age 6.32 years) early mathematics and literacy skills predict students' later achievement in a lower-middle-income country, Kenya. Controlling for socioeconomic status, intervention status, rural versus urban settings and parental literacy, the findings reveal that school-entry mathematics skills were significantly predictive of students' end of Grade 2 mathematics and reading achievement in English and Kiswahili. Likewise, school-entry English early literacy skills predicted students' end of Grade 2 mathematics and reading achievement in English and Kiswahili. This article extends earlier research on links between elements of school readiness and later achievement in high-income countries.
Descriptors: Foreign Countries, Predictor Variables, Reading Achievement, Mathematics Achievement, Elementary School Students, Mathematics Skills, Reading Skills, Grade 2, Student Characteristics, English, African Languages, Public Schools, Socioeconomic Status, Kindergarten
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Grade 2; Primary Education; Kindergarten
Audience: N/A
Language: English
Sponsor: USAID
Authoring Institution: N/A
Identifiers - Location: Kenya
Grant or Contract Numbers: AID623M1100001