Food for Education in Guatemala: links between food intake and reading comprehension. Issue 7 (3rd October 2019)

• Record Type: Journal Article
• Authors: Crea, Thomas M.; Diaz-Valdes, Antonia; Wang, Kaipeng; Easton, Scott D.; Urizar, Brenda
• Is Part Of: Development in practice. Volume 29:Issue 7(2019)
• Page Start: 947
• Page End: 956
• Publication Date: 2019-10-03
• Subjects: Aid – Aid effectiveness -- Environment (built and natural) – Food security -- Social sector – Education -- Latin America and the Caribbean; Technical assistance -- Developing countries -- Periodicals; Economic assistance -- Developing countries -- Periodicals; Developing countries -- Economic conditions -- Periodicals; 338.91091724
• DOI: 10.1080/09614524.2019.1585761
• Languages: English
• ISSNs: 0961-4524

Abstract

ABSTRACT: This study examined how dietary diversity and key demographics are linked to greater Spanish reading comprehension for child beneficiaries of a USDA-funded Food for Education programme in Guatemala. All students in 3rd and 6th grade were surveyed across 118 schools, 3519 children in total. Generalised linear mixed models examined the influence of dietary diversity, and K'iche' language ability, on children's Spanish reading comprehension. Dietary diversity showed no significant relationships. However, consumption of eggs on the day of assessment predicted higher reading comprehension scores. Children who indicated they spoke K'iche' fared worse on assessments. Implications for policy, practice, and research are discussed.