Effects of Pre-School and Executive Functions on Reading Performance in the First Grade in Lusaka, Zambia
Author(s): Mwanza-Kabaghe S, Mubanga E, Matafwali B, Kasonde-Ngandu S
Abstract: Thisrnstudy assessed the effects of pre-school and executive functioning on readingrnin the first grade. A quasi-experimental design was utilized. A hundred (100)rnchildren took part in the study of which 54 had pre-school experience 46 didrnnot have this exposure, the average age was 96 months. The Basic SkillrnAssessment tool ( BASAT) and the Behaviour Rating Inventory for ExecutivernFunctions (BRIEF) were used to collect data on literacy and executivernFunctioning. The study revealed that there were no statistically significantrndifferences in reading and executive skills between pre-school andrnnon-pre-school pupils. Nevertheless, the pre-school pupils performedrnsignificantly well on letter writing than the non-pre-school. The study broughtrnto light the importance of Home literacy Environment as children who reportedrnreading at home performed significantly better in all literacy skillsrnregardless of whether they had been to preschool or not. The study furtherrnshowed that there were significantly low reading levels among grade one pupilsrnin Zambia. A detailed explanation of the findings is given below.