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

Autor/inn/en	Nyarko, Kingsley; Kugbey, Nuworza; Kofi, Collins Courage; Cole, Yaa Adubea; Adentwi, Kobina Impraim
Titel	English Reading Proficiency and Academic Performance among Lower Primary School Children in Ghana
Quelle	In: SAGE Open, 8 (2018) 3, (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kugbey, Nuworza)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244018797019
Schlagwörter	English (Second Language); Second Language Learning; Reading Tests; Standardized Tests; Academic Achievement; Educational Practices; Case Studies; Elementary School Students; Foreign Countries; Reading Skills; Parent Participation; Mothers; Family Financial Resources; Correlation; Reading Comprehension; Age Differences; Gender Differences; Public Schools; Private Schools; Institutional Characteristics; Achievement Tests; Ghana; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Lesetest; Standadised tests; Standardisierter Test; Schulleistung; Bildungspraxis; Case study; Fallstudie; Case Study; Ausland; Reading skill; Lesefertigkeit; Elternmitwirkung; Mother; Mutter; Korrelation; Leseverstehen; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Public school; Öffentliche Schule; Private school; Privatschule; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	There have been several issues about the reading skills and abilities of children in Ghana, and how reading proficiency might influence the academic performance of children. In view of the above, this study examined the influence of reading proficiency on the academic performance of lower primary school children in Accra. Using a cross-sectional survey design, 383 participants (Grades 1-3) were sampled in Accra. The children were administered questionnaires that measured their English reading proficiency, paternal involvement, maternal involvement, financial situation, and demographic characteristics as well as their academic performance. Results showed that reading proficiency was significantly and positively related with children's performance on all standard performance tests after controlling for paternal involvement, maternal involvement, financial situation, and age. Type of school significantly affected academic performance, however, no gender differences were observed in the children's academic performance. The implications for educational practice and research are espoused. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01