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 (2022). 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, 52 pp. 115–136.

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.

Viewing alternatives

Metrics

Item Actions

Export

You can export this page using these formats Digital Object Identifier - DOI

About

• Item ORO ID
• 79937
• Item Type
• Journal Item
• ISSN
• 1573-9090
• Project Funding Details

• Funded Project Name	Project ID	Funding Body
  The Complementary Basic Education Programme	Not Set	Foreign and Commonwealth Development Office and USAID and managed by the Management Unit at Crown Agents, in partnership with the Ghanaian Ministry of Education and Ghana Education Service

• Keywords
• COVID-19 School Closure; Literacy; Mother Tongue Education; Learning; Equity; Ghana
• Academic Unit or School
• Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Education
  Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
  Faculty of Wellbeing, Education and Language Studies (WELS)
• Research Group
• Centre for the Study of Global Development
• Copyright Holders
• © 2021 The Author(s).
• Depositing User
• Albert Akyeampong