Variability in the age of schooling contributes to the link between literacy and numeracy in Côte d’Ivoire (Draft)

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dc.contributor.authorWhitehead, Hannah
dc.contributor.authorBall, Mary-Claire
dc.contributor.authorBrice, Henry
dc.contributor.authorWolf, Sharon
dc.contributor.authorKembou, Samuel
dc.contributor.authorOgan, Amy
dc.contributor.authorJasińska, Kaja
dc.date.accessioned2024-03-15T13:50:48Z
dc.date.available2024-03-15T13:50:48Z
dc.date.issued2022-09-19
dc.descriptionSupplemental Materials: https://osf.io/wgsud/
dc.description.abstractLiteracy and numeracy are correlated throughout development, however our understanding of this relation is limited. We explored the predictors of literacy and numeracy covariance (i.e., shared fluency between literacy and numeracy) in children (N=1167, girls=563) in rural Côte d’Ivoire, with specific focus on how developmental timing of instruction may relate to covariance. Many Ivorian children experience late enrollment and grade repetition, leading to variation in age-for-grade; participants were between grades 1 to 6 but their ages ranged from 5 to 15 (M=9.19, SD=2.07). Phonological awareness, numerical magnitude, ordinality, working memory, and inhibitory control were cognitive predictors of covariance. Age-for-grade was negatively related to covariance suggesting that covariance is related to timing of instruction.
dc.identifier.doihttps://doi.org/10.31730/osf.io/k4zmd
dc.identifier.urihttps://africarxiv.ubuntunet.net/handle/1/603
dc.identifier.urihttps://doi.org/10.60763/africarxiv/559
dc.identifier.urihttps://doi.org/10.60763/africarxiv/559
dc.identifier.urihttps://doi.org/10.60763/africarxiv/559
dc.subjectage
dc.subjectage-for-grade
dc.subjectcognition
dc.subjectCote d'Ivoire
dc.subjectliteracy
dc.subjectnumeracy
dc.titleVariability in the age of schooling contributes to the link between literacy and numeracy in Côte d’Ivoire (Draft)

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