Our research focuses on the impact of Early Childhood Education (ECE) in the reading achievement of pupils in primary schools in MENA countries. The study employed the international data from PIRLS 2016 to identify the effect of early literacy practices on later reading attainment. Leveraging data from the 2016 Progress in International Reading Literacy Study (PIRLS) by the International Association for the Evaluation of Educational Achievement, we utilize ordinary least squares (OLS) regression and quantile regression to estimate education production functions for each country individually. This approach enables us to assess how coefficients on explanatory variables vary across the spectrum of test scores. The results show that in MENA countries, early childhood education, which develops pupils’ skills acquisition before formal schooling, improves their reading performance. In sum, The Early childhood education effect can be reinforced through government policy and family background. In addition, we recommend a universal access to early childhood education., concentration of early childhood services in the private sector makes the programs confined only to wealthy people who can afford them, especially people living in urban cities and improve the quality of early education by implementing appropriate curricula and modern teaching.
| Published in | International Journal of Sustainable Development Research (Volume 10, Issue 4) |
| DOI | 10.11648/j.ijsdr.20241004.11 |
| Page(s) | 133-144 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Early Childhood Education, Primary School, PIRLS 2016
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APA Style
Soudani, K. (2024). Does Early Childhood Education Matter on Reading Achievement Among Arab Countries. International Journal of Sustainable Development Research, 10(4), 133-144. https://doi.org/10.11648/j.ijsdr.20241004.11
ACS Style
Soudani, K. Does Early Childhood Education Matter on Reading Achievement Among Arab Countries. Int. J. Sustain. Dev. Res. 2024, 10(4), 133-144. doi: 10.11648/j.ijsdr.20241004.11
AMA Style
Soudani K. Does Early Childhood Education Matter on Reading Achievement Among Arab Countries. Int J Sustain Dev Res. 2024;10(4):133-144. doi: 10.11648/j.ijsdr.20241004.11
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Download@article{10.11648/j.ijsdr.20241004.11,
author = {Kaouther Soudani},
title = {Does Early Childhood Education Matter on Reading Achievement Among Arab Countries
},
journal = {International Journal of Sustainable Development Research},
volume = {10},
number = {4},
pages = {133-144},
doi = {10.11648/j.ijsdr.20241004.11},
url = {https://doi.org/10.11648/j.ijsdr.20241004.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsdr.20241004.11},
abstract = {Our research focuses on the impact of Early Childhood Education (ECE) in the reading achievement of pupils in primary schools in MENA countries. The study employed the international data from PIRLS 2016 to identify the effect of early literacy practices on later reading attainment. Leveraging data from the 2016 Progress in International Reading Literacy Study (PIRLS) by the International Association for the Evaluation of Educational Achievement, we utilize ordinary least squares (OLS) regression and quantile regression to estimate education production functions for each country individually. This approach enables us to assess how coefficients on explanatory variables vary across the spectrum of test scores. The results show that in MENA countries, early childhood education, which develops pupils’ skills acquisition before formal schooling, improves their reading performance. In sum, The Early childhood education effect can be reinforced through government policy and family background. In addition, we recommend a universal access to early childhood education., concentration of early childhood services in the private sector makes the programs confined only to wealthy people who can afford them, especially people living in urban cities and improve the quality of early education by implementing appropriate curricula and modern teaching.
},
year = {2024}
}
TY - JOUR T1 - Does Early Childhood Education Matter on Reading Achievement Among Arab Countries AU - Kaouther Soudani Y1 - 2024/10/10 PY - 2024 N1 - https://doi.org/10.11648/j.ijsdr.20241004.11 DO - 10.11648/j.ijsdr.20241004.11 T2 - International Journal of Sustainable Development Research JF - International Journal of Sustainable Development Research JO - International Journal of Sustainable Development Research SP - 133 EP - 144 PB - Science Publishing Group SN - 2575-1832 UR - https://doi.org/10.11648/j.ijsdr.20241004.11 AB - Our research focuses on the impact of Early Childhood Education (ECE) in the reading achievement of pupils in primary schools in MENA countries. The study employed the international data from PIRLS 2016 to identify the effect of early literacy practices on later reading attainment. Leveraging data from the 2016 Progress in International Reading Literacy Study (PIRLS) by the International Association for the Evaluation of Educational Achievement, we utilize ordinary least squares (OLS) regression and quantile regression to estimate education production functions for each country individually. This approach enables us to assess how coefficients on explanatory variables vary across the spectrum of test scores. The results show that in MENA countries, early childhood education, which develops pupils’ skills acquisition before formal schooling, improves their reading performance. In sum, The Early childhood education effect can be reinforced through government policy and family background. In addition, we recommend a universal access to early childhood education., concentration of early childhood services in the private sector makes the programs confined only to wealthy people who can afford them, especially people living in urban cities and improve the quality of early education by implementing appropriate curricula and modern teaching. VL - 10 IS - 4 ER -
Economic Department, Faculty of Economics and Management of Tunis, University of Tunis El Manar, Tunis, Tunisia
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