Modeling the associations between socioeconomic risk factors, executive function components, and reading among children in rural Côte d’Ivoire

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dc.contributor.authorKhan, Faryal
dc.contributor.authorWortsman, Brooke
dc.contributor.authorWhitehead, Hannah
dc.contributor.authorHannon, Joelle
dc.contributor.authorSulik, Michael
dc.contributor.authorTanoh, Fabrice
dc.contributor.authorAkpe, Hermann
dc.contributor.authorOgan, Amy
dc.contributor.authorObradović, Jelena
dc.contributor.authorJasińska, Kaja
dc.date.accessioned2024-03-14T12:15:20Z
dc.date.available2024-03-14T12:15:20Z
dc.date.issued2023-07-06
dc.descriptionSupplemental Materials: https://osf.io/bnpyg/
dc.description.abstractExecutive Functions (EF; inhibitory control [IC], cognitive flexibility [CF] and working memory [WM]) mediate the relationship between socioeconomic status and reading. However, little is known of the roles of individual EF components in mediating the socioeconomic-reading achievement gap, especially in low- and middle-income countries. In Côte d’Ivoire, children experience many socioeconomic disadvantages (i.e., fewer household resources, maternal illiteracy), and kinship fostering (child in care of extended family while parents pursue economic opportunities elsewhere) is prevalent. This study examines the relation between EF components, socioeconomic risks, and reading among 5th grade children in rural Côte d’Ivoire (N=369). Poorer WM mediated the relationship between higher cumulative socioeconomic risk (poverty, maternal illiteracy, fostering) and lower reading scores. Further, WM fully mediated the negative effects of fostering risk on reading scores. Results suggest that EF components are differentially impacted by environmental socioeconomic risks and play different roles in supporting reading development.
dc.identifier.doihttps://doi.org/10.31730/osf.io/b5c9y
dc.identifier.urihttps://africarxiv.ubuntunet.net/handle/1/471
dc.identifier.urihttps://doi.org/10.60763/africarxiv/429
dc.identifier.urihttps://doi.org/10.60763/africarxiv/429
dc.identifier.urihttps://doi.org/10.60763/africarxiv/429
dc.subjectCognitive Development
dc.subjectCôte d'Ivoire
dc.subjectDevelopmental Psychology
dc.subjectExecutive Functions
dc.subjectKinship Fostering
dc.subjectReading
dc.subjectSocioeconomic Risk
dc.subjectsub-Saharan Africa
dc.subjectWorking Memory
dc.titleModeling the associations between socioeconomic risk factors, executive function components, and reading among children in rural Côte d’Ivoire

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