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Contributors:
  1. Zizhuo Xu
  2. Joelle Hannon
  3. Axel Blahoua Seri

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Description: Socio-economic status (SES) is closely linked to children’s reading development. Previous research suggests that executive functions (EF) mediate the effects of SES on reading, however, this research has almost exclusively focused on high-income countries (HICs). Comparatively less is known about the mechanisms that link SES and literacy in low- and middle-income countries (LMICs). Childhood experiences of poverty in LMICs have been consistently linked to cognitive development through two sets of predictors: nutrition and physical growth, and the educational scaffolding at home. The influence of the home learning environment and nutrition to support children’s physical development on EF and literacy was examined in 630 primary-school children (6-14 years) in rural Côte d'Ivoire, West Africa.

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