Poster #102 - Age of schooling contributes to the link between literacy and numeracy in Côte d’Ivoire

• In Event: Poster Session 02

Abstract

Introduction
Literacy and numeracy are highly correlated through development and require many of the same underlying cognitive skills (Child et al., 2019; Cirino et al., 2015; Duncan et al., 2007; Koponen et al., 2020; Korpipää et al., 2017). These cognitive components are dynamic; they develop with age (Gathercole et al., 2004; Mcdowell et al., 2007). In the current study, we asked: What are the predictors of literacy, numeracy, and their covariance (overlap between the two skills)? Does a child’s age at the start of formal instruction affect literacy and numeracy covariance? To address these questions, we explored the predictors of literacy and numeracy and their covariance in rural Côte d’Ivoire, where many children enroll in school late.
Developing literacy and numeracy requires formal instruction (Thomas & Knowland, 2009). Most literacy and numeracy research occurs in high-income countries, where most children receive literacy and numeracy instruction at an early age (i.e., begin kindergarten around age 4). However, this developmental trajectory is not globally representative; in low- and middle-income countries, such as Côte d’Ivoire, children are more frequently old for their grade due to late enrollment or grade repetition (Jasińska & Guei, 2022; Sunny et al., 2017; Wils, 2004). At present, we have a limited understanding of how the age at which children receive literacy and numeracy instruction affects how these academic outcomes are related.
Methods
Data were collected from children (N=1079, girls=535) between grades 1 to 6 (Median=3, SD=1.54). Children were between 5 to 15 years (M=9.19, SD=1.54) and from cocoa-growing communities in rural Côte d’Ivoire. Working memory was assessed using a backwards digit span task (Carlson, 2005) and inhibitory control was assessed using the Hearts and Flowers Task (Davidson et al., 2006). Literacy and numeracy skills were assessed using French Early Grade Reading Assessment (RTI International 2016) and Early Grade Math Assessment respectively (RTI International, 2014). Structural equation modelling was used to understand how cognitive skills and age-for-grade predict literacy and numeracy covariance in this population.
Results
Phonological awareness, numerical magnitude, ordinality, working memory, and visual attention were cognitive predictors of covariance. Additionally, age was positively related to covariance and age-for-grade was negatively related to covariance. Post-hoc multi-group modelling revealed literacy and numeracy covariance was significant for the on-time group (students in the correct grade based on policy age) but not the late group (students who are old for grade).
Discussion
Our results suggest that literacy and numeracy covariance depends on the age at which children begin formal school instruction. Research conducted in high-income countries is not able to capture this nuance, as there is little variance in the timing of children’s literacy and numeracy instruction. We emphasize the need for further research in LMICs; when research focuses primarily on high-income countries, we exclude the majority of the world’s population and limit our understanding of literacy and numeracy development to a specific context. Research that is globally representative of literacy and numeracy (as well as their covariance) is imperative.

Authors

• Hannah Whitehead, University of Toronto
  Presenting Author

• Mary-Claire Ball, University of Toronto

• Sharon Wolf, University of Pennsylvania

• Samuel Kembou

• Amy Ogan

• Kaja K Jasinska, University of Toronto