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The role of home environments in children’s literacy skills in Ghana: Parents, siblings, and books

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  • Lee, Jeongmin
  • Moussa, Wael

Abstract

Existing literacy studies in low-income countries heavily emphasize school factors. This article shifts focus, examining how home-based reading resources and interactions predict children’s reading via a non-experimental study. Data involve 2,886 children aged 5–13 in Ghana, selected through a two-stage random sampling. Regression analyses show that siblings and parents reading to the child, reading in front of the child, and assisting with studying positively predict children’s acquisition of varying reading skills, measured by the Early Grade Reading Assessment. The availability of home reading resources similarly predicts these outcomes. The results advocate for more literacy investments in homes, extending beyond schools.

Suggested Citation

  • Lee, Jeongmin & Moussa, Wael, 2024. "The role of home environments in children’s literacy skills in Ghana: Parents, siblings, and books," International Journal of Educational Development, Elsevier, vol. 107(C).
    • Handle: RePEc:eee:injoed:v:107:y:2024:i:c:s0738059324000592
    DOI: 10.1016/j.ijedudev.2024.103037
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    References listed on IDEAS

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    1. Alejandro J. Ganimian & Richard J. Murnane, 2014. "Improving Educational Outcomes in Developing Countries: Lessons from Rigorous Impact Evaluations," NBER Working Papers 20284, National Bureau of Economic Research, Inc.
    2. Anthony Okech & Roy A. Carr-Hill & Anne R. Katahoire & Teresa Kakooza & Alice N. Ndidde & John Oxenham, 2001. "Adult Literacy Programs in Uganda," World Bank Publications - Books, The World Bank Group, number 13856.
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