Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Access to Education | 1 |
| Cognitive Tests | 1 |
| Correlation | 1 |
| Educational Environment | 1 |
| Family Environment | 1 |
| Foreign Countries | 1 |
| Illiteracy | 1 |
| Influences | 1 |
| Intelligence Tests | 1 |
| Language Skills | 1 |
| Literacy Education | 1 |
| More ▼ | |
Source
| Journal of Learning… | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
Audience
Location
| Tanzania | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Digit Span Test | 1 |
| Raven Progressive Matrices | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkAlcock, Katherine J.; Ngorosho, Damaris S.; Jukes, Matthew C. H. – Journal of Learning Disabilities, 2018
Literacy levels in Africa are low, and school instruction outcomes are not promising. Africa also has a disproportionate number of unschooled children. Phonological awareness (PA), especially phoneme awareness, is critically associated with literacy, but there is little evidence about whether PA is gained through literacy, schooling, or both,…
Descriptors: Foreign Countries, Phonological Awareness, Phonemes, Reading Skills
