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Duration of Poverty and Ghanaian Children's Learning and Executive Function Outcomes
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Noelle M. Suntheimer; Sharon Wolf – Applied Developmental Science, 2024
This study investigated whether transitory and persistent poverty spells were associated with children's learning (literacy and numeracy scores) and executive function outcomes in Ghana. Children resided in the Greater Accra region (N = 2,154; 49% female; M[subscript age] = 5.2 years at wave-1) and were followed at four-time points over three…
Descriptors: Foreign Countries, Poverty, Correlation, Executive Function
Duration of Poverty and Ghanaian Children's Learning and Executive Function Outcomes
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Noelle M. Suntheimer; Sharon Wolf – Grantee Submission, 2023
This study investigated whether transitory and persistent poverty spells were associated with children's learning (literacy and numeracy scores) and executive function outcomes in Ghana. Children resided in the Greater Accra region (N = 2,154; 49% female; M[subscript age] = 5.2 years at wave-1) and were followed at four-time points over three…
Descriptors: Poverty, Correlation, Executive Function, Learning Processes
The Role of Executive Function and Social-Emotional Skills in the Development of Literacy and Numeracy during Preschool: A Cross-Lagged Longitudinal Study
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Wolf, Sharon; McCoy, Dana Charles – Developmental Science, 2019
The majority of evidence on the interplay between academic and non-academic skills comes from high-income countries. The aim of this study was to examine the bidirectional associations between Ghanaian children's executive function, social-emotional, literacy, and numeracy skills longitudinally. Children (N = 3,862; M age = 5.2 years at time 1)…
Descriptors: Executive Function, Young Children, Literacy, Numeracy