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| Autor/inn/en | Shafiq, M. Najeeb; Valerio, Alexandria |
|---|---|
| Titel | The Roles of Childhood Circumstances and Schooling on Adult Reading Skills in Low- and Middle-Income Countries |
| Quelle | In: Prospects, 52 (2022) 1-2, S.59-78 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0033-1538 |
| DOI | 10.1007/s11125-021-09541-1 |
| Schlagwörter | Early Experience; Educational Experience; Reading Skills; Adults; Developing Nations; Foreign Countries; Family Characteristics; Parent Background; Educational Attainment; Predictor Variables; Armenia; Bolivia; Colombia; Georgia Republic; Ghana; Kenya; Ukraine; Vietnam |
| Abstract | The article investigates the roles of childhood circumstances (including parental socio-economic status, parental education, parental engagement, and sibling composition) and schooling on adult reading skills in low- and middle-income countries. Using regression models and data from surveys of urban labor-force participants in Armenia, Bolivia, Colombia, Georgia, Ghana, Kenya, Ukraine, and Vietnam, the study reaches several conclusions. First, childhood circumstances predict adult reading skills in all eight countries. Second, among the childhood circumstances variables, parental education is the most frequent predictor of adult reading skills. Third, schooling is at least as important as the childhood circumstances variables in explaining adult reading skills. Finally, an extra year of schooling is associated with larger gains in adult reading skills in the relatively lower income countries. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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