English Reading Proficiency and Academic Performance Among Lower Primary School Children in Ghana

Nyarko, Kingsley; Kugbey, Nuworza; Kofi, Collins Courage; Cole, Yaa; Adentwi, Kobina Impraim

doi:10.1177/2158244018797019

Cited by 29 publications

(23 citation statements)

References 32 publications

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“…Our study findings were similar to other study results which documented that type of school, curriculum, and characteristics of the school correlated with children's school achievement [15,17,40,41]. It is assumed that when children enter school, school factors become more prominent [42].…”

Section: Plos Onesupporting

confidence: 91%

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Factors associated with school achievement of children aged 8–10 years in rural Bangladesh: Findings from a post hoc analysis of a community-based study

et al. 2021

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Background Education is one of the most important human capitals. Investment in education at early age returns best. A lot of factors influence children’s educational achievement. Studies in developed countries well established the relation of school achievement with its associated variables. But information is lack on what factors play important role for school achievement at early age in low resource settings like Bangladesh. We aimed to find factors associated with school achievement in rural Bangladesh. Method The data were acquired from a long-term follow up study, conducted in 8–10 years old children (n = 372). We used a locally developed school achievement tool based on Wide Range Achievement Test-4 to measure reading, spelling and math computation, Wechsler abbreviated scale of intelligence to measure intelligence Quotient (IQ), Digit span forward and backward for short term memory, and locally available Strength and Difficulties Questionnaire to measure behaviour. Socioeconomic and anthropometric information of the mothers and children were also collected. Multicollinearity of the data was checked. Unadjusted and adjusted multiple linear regression analysis was performed. Findings Years of schooling and short-term memory were positively related to reading, spelling and math computation. For years of schooling it was-reading B = 8.09 (CI 5.84, 10.31), spelling 4.43 (4.33, 8.53) and math computation 5.23 (3.60, 6.87) and for short term memory- reading 3.56 (2.01,5.05), spelling 4.01 (2.56, 5.46) and math computation 2.49 (1.37, 3.62). Older children had lower scores of reading -0.48 (-0.94, -0.02), spelling -0.41 (-0.88, -0.02) and math computation -0.47 (-0.80, -0.14). Children’s IQ predicted reading 0.48 (0.14, 0.81) and spelling 0.50 (0.18, 0.82) skills. Mother and father’s education predicted Spelling 0.82 (0.16, 1.48) and reading 0.68 (0.06, 1.30) capacity respectively. Children enrolled in private schools had higher reading 10.28 (5.05, 15.51) and spelling 6.22 (1.31, 11.13) than those in the government schools. Children with more difficult behaviour tended to have lower scores in reading -0.51 (-0.96, -0.05). Conclusion Children’s school achievement is influenced by their IQ, years of schooling, type of school and parents’ education. Therefore, intervention should be made to focus specifically on these variables and establish the effect of this intervention through robust research design.

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Section: Plos Onesupporting

confidence: 91%

“…years of schooling, type of school, teacher-students relationship, curricula of the school. [15][16][17]. Nevertheless.…”

Section: Introductionmentioning

confidence: 99%

Factors associated with school achievement of children aged 8–10 years in rural Bangladesh: Findings from a post hoc analysis of a community-based study

et al. 2021

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“…Cimmiyotti (2013) stated that reading is fundamental at all levels of the educational system because all subjects in the course involve reading and this will lead to better academic performance. Nyarko et al (2018) in their study shows that a positive relationship between reading proficiency and academic performance. Palani (2012) present findings shows that effective learning reflects the reading skills of the students.…”

Section: Introductionmentioning

confidence: 87%

Differentiated Instruction for Basic Reading Comprehension in Philippine Settings

Suson¹,

Baratbate²,

Anoos³

et al. 2020

ujer

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Differentiated instruction has been a buzz word in Philippine education for many years. Educators utilize differentiated approach in teaching to maximize and meet the expected learning outcomes. Previous study pointed out that students vary in terms of learning style and understanding the concept. This study aims to identify the role of differentiated instruction in teaching reading and promoting comprehension in basic education. This paper looked at four differentiated instructional strategies for teaching guided reading: Noting details, sequencing events, getting the main idea and predicting outcomes. Moreover, it seeks to determine the multiple intelligence profile and the performance in reading comprehension of the students. It also determines whether a significant correlation exists between the profile and the performance of the students. Data were generated using adapted multiple intelligences inventory instruments and written passages, prescribed curriculum by the Department of Education. The data obtained were analyzed using weighted mean, standard deviation, and chi-square. The findings revealed that students learned from all aspects of intelligence they have, no matter what the situation is. This was so intriguing because it was known that every individual has different learning intelligence. Pedagogically, the findings recommended that educators need to innovate to help meet the needs of diverse learners, enriched reading activities, and differentiated instructions must be integrated to strengthen learner competence in basic reading comprehension. The surprising finding is that, though students learn differently, there are also some learning contexts, which students shared with the same entity. Therefore, teachers must recognize that students have different versions of learning.

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“…Introduction 1 Reading skill is a much-needed skill to be mastered by English as a second language (ESL) learners in order to excel in the language. Nyarko et. al.…”

Section: Motivating Struggling Malaysian Primary Esl Readers Through the 'Read And Record Project'mentioning

confidence: 99%

Motivating Struggling Malaysian Primary ESL Readers Through The ‘Read and Record Project’

Salleh

Yamat

2021

JELTAL

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This research was conducted to explore how the ‘Read and Record Project’ could help motivate struggling Malaysian primary ESL readers to read. This paper will report on motivating effects of the ‘Read and Record Project’ towards struggling readers. A case study was employed as the research design and four instruments were used to collect the data which were semi-structured interview, observation notes, and reflective journal. The data collected were analysed thematically. The participants were chosen through purposive sampling. Before this study was carried out, a preliminary study was done in a primary school located in Betong, Sarawak. From the preliminary study, four struggling readers from Year 3 were chosen to participate in the ‘Read and Record Project’. Findings revealed five elements of the project that could help motivate struggling readers to read through the project. The elements include independent learning, parents’ involvement, video production, sense of accomplishment, and fun learning. To conclude, the findings proved that the ‘Read and Record Project’ could enhance the motivation to read among struggling Malaysian primary ESL readers.

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English Reading Proficiency and Academic Performance Among Lower Primary School Children in Ghana

Cited by 29 publications

References 32 publications

Factors associated with school achievement of children aged 8–10 years in rural Bangladesh: Findings from a post hoc analysis of a community-based study

Factors associated with school achievement of children aged 8–10 years in rural Bangladesh: Findings from a post hoc analysis of a community-based study

Differentiated Instruction for Basic Reading Comprehension in Philippine Settings

Motivating Struggling Malaysian Primary ESL Readers Through The ‘Read and Record Project’

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