School-entry predictors of lower primary reading and mathematics achievement in Kenya. (11th September 2022)

• Record Type: Journal Article
• Authors: Platas, Linda M; Perry, Lindsey; Piper, Benjamin; Sitabkhan, Yasmin; Ketterlin-Geller, Leanne
• Is Part Of: Research in comparative and international education. Volume 17:Number 3(2022)
• Page Start: 441
• Page End: 459
• Publication Date: 2022-09-11
• Subjects: early academic skills -- Kenya -- reading achievement -- mathematics; Comparative education -- Periodicals; International education -- Periodicals; 370.905
• DOI: 10.1177/17454999221084414
• Languages: English
• ISSNs: 1745-4999

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.