The effects of language preference and home resources on foundational literacy retention during school holiday closures in Ghana: Lessons from the Complementary Basic Education Programme

Akyeampong, Albert; Carter, Emma; Rose, Pauline; Ryan, Jennifer; Sabates, Ricardo and Stern, Jonathan (2021). The effects of language preference and home resources on foundational literacy retention during school holiday closures in Ghana: Lessons from the Complementary Basic Education Programme. Prospects (Early access).

DOI: https://doi.org/10.1007/s11125-021-09590-6

Abstract

This paper assesses the extent to which children’s language preference and their home environment matters for literacy retention. Using data from the Complementary Basic Education (CBE) programme in Ghana, we found that large numbers of disadvantaged students reverted to not even being able to read a single word following school closures over a four-month holiday period. Widening literacy gaps were found for girls who reported they did not receive instruction in a language that they understood, or who did not have the resources, support or activities at home to enable them to continue to learn while schools were closed. For boys, widening literacy gaps were only influenced by resources, support or activities at home, but not by language preferences. Our findings suggest the importance of language preference and home support for reducing inequities in literacy outcomes during school closures.

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