Variability in the age of schooling contributes to the link between literacy and numeracy in Côte d'Ivoire

Literacy 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, wi...

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Bibliographic Details
Published inChild development Vol. 95; no. 2; pp. e93 - e109
Main Authors Whitehead, Hannah L., Ball, Mary‐Claire, Brice, Henry, Wolf, Sharon, Kembou, Samuel, Ogan, Amy, Jasińska, Kaja K.
Format Journal Article
LanguageEnglish
Published United States Blackwell Publishing Ltd 01.03.2024
Subjects
Age
Cognitive ability
Cognitive aspects
Consciousness
Elementary school students
Fluency
Grade repetition
Inhibitory processes
Literacy
Numeracy
Phonological awareness
Repetition
Short term memory
Timing
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Summary:Literacy 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.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:0009-3920
1467-8624
DOI:10.1111/cdev.14018