You are here:

Capabilities for learning to read: An investigation of social and economic effects for Grade 6 learners in Southern and East Africa
ARTICLE

,

International Journal of Educational Development Volume 31, Number 1, ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

This paper considers what multilevel modelling approaches to analysing large scale cross-national surveys of education quality can tell us about the capabilities that support primary school children in learning to read. The impact of pupil background characteristics on achievement in reading towards the end of the primary cycle in sub-Saharan Africa is investigated via an analysis of the second wave of data collected by the Southern and East African Consortium for Monitoring Education Quality (SACMEQ) in six low income countries and four lower middle income small states. The findings on various pupil background, social and economic wealth-related factors associated with disadvantage/advantage are interpreted using a capability approach. Hence, the study goes beyond reiterating the well-known relationship between socio-economic status and rurality with learning outcomes to identify what it is that primary school pupils in East and Southern Africa can or cannot do that influences their acquisition of literacy.

Citation

Smith, M. & Barrett, A.M. (2011). Capabilities for learning to read: An investigation of social and economic effects for Grade 6 learners in Southern and East Africa. International Journal of Educational Development, 31(1), 23-36. Elsevier Ltd. Retrieved November 29, 2022 from .

This record was imported from International Journal of Educational Development on March 1, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2010.06.006

Keywords