Ndijuye, Laurent GabrielRao, Nirmala2020-08-242020-08-242019Ndijuye, 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.DOI: https://doi.org/10.1016/j.ijedudev.2018.08.002http://hdl.handle.net/20.500.12661/2386Abstract. Full-Text Article available at: https://doi.org/10.1016/j.ijedudev.2018.08.002This 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.enLiteracy attainmentsNumeracy attainmentNaturalized refugeesEarly grades educationTanzaniaEarly childhood educationChildhood educationArticle