School-Entry Predictors of Lower Primary Reading and Mathematics Achievement in Kenya

Autor/inn/en	Platas, Linda M.; Perry, Lindsey; Piper, Benjamin; Sitabkhan, Yasmin; Ketterlin-Geller, Leanne
Titel	School-Entry Predictors of Lower Primary Reading and Mathematics Achievement in Kenya
Quelle	In: Research in Comparative and International Education, 17 (2022) 3, S.441-459 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Platas, Linda M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/17454999221084414
Schlagwörter	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; Kenya + Suchen Sie Ihr Suchwort? Ausland; Prädiktor; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; Reading skill; Lesefertigkeit; School year 02; 2. Schuljahr; Schuljahr 02; English language; Englisch; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Public school; Öffentliche Schule; Socio-economic status; Sozioökonomischer Status; Kenia
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01