Early reading and mathematics attainments of children of self-settled recently naturalized refugees in Tanzania

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dc.contributor.authorNdijuye, Laurent Gabriel
dc.contributor.authorRao, Nirmala
dc.date.accessioned2020-08-24T08:29:50Z
dc.date.available2020-08-24T08:29:50Z
dc.date.issued2019
dc.descriptionAbstract. Full-Text Article available at: https://doi.org/10.1016/j.ijedudev.2018.08.002en_US
dc.description.abstractThis study compares the literacy and numeracy attainments of naturalized refugees and the majority rural and urban local children in Tanzania. Samples of 150 pupils were administered Early Grades Reading/Mathematics Assessment. Further, 45 parents and three principals were individually interviewed. Results indicate that naturalized refugees outperformed both urban and rural majority on literacy measures. On numeracy tests, naturalized refugees outperformed the rural majority and had comparable attainment to the urban majority. Demographic and SES variables predicted both reading and mathematics attainments. Interviews revealed that naturalized refugee families prioritized children’s education as a path to integration into the host society.en_US
dc.identifier.citationNdijuye, L. G., & Rao, N. (2019). Early reading and mathematics attainments of children of self-settled recently naturalized refugees in Tanzania. International Journal of Educational Development, 65, 183-193.en_US
dc.identifier.otherDOI: https://doi.org/10.1016/j.ijedudev.2018.08.002
dc.identifier.urihttp://hdl.handle.net/20.500.12661/2386
dc.language.isoenen_US
dc.publisherELSEVIERen_US
dc.subjectLiteracy attainmentsen_US
dc.subjectNumeracy attainmenten_US
dc.subjectNaturalized refugeesen_US
dc.subjectEarly grades educationen_US
dc.subjectTanzaniaen_US
dc.subjectEarly childhood educationen_US
dc.subjectChildhood educationen_US
dc.titleEarly reading and mathematics attainments of children of self-settled recently naturalized refugees in Tanzaniaen_US
dc.typeArticleen_US
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