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

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

SAGE Open, 2018, vol. 8, issue 3, 2158244018797019

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.

Keywords: reading proficiency; academic performance; school children; Ghana (search for similar items in EconPapers)
Date: 2018
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Citations: View citations in EconPapers (3)

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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:8:y:2018:i:3:p:2158244018797019

DOI: 10.1177/2158244018797019

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