Causal correlations of letter naming and number identification with numeracy and literacy: Evidence from Af Somali medium of instruction schools, Ethiopia

Abstract

Letter and number identifications are foundational components of literacy and numeracy development. This study hypothesized that letter naming and number identification have important implications for numeracy and literacy learning, respectively. Accordingly, the study employed a correlational design on a sample of 229 grades 2 and 3 children selected from six primary (two refugee and four host community) schools in Kebribeyah and Awbare refugee areas. Data analyzed using Pearson r showed correlational indices ranging from .40 (between number identification and literacy) to .47 (between letter naming and numeracy). The values computed on the relationship between letter naming and number identification as well as between literacy and numeracy indicated a similar relationship, i.e., r=.43. In terms of shared variances, further analysis showed shared variances that amounted to 16%, 22.10%, and 18.50% respectively. Generally, the results suggested limited predictive powers for practical purposes. Besides, linear regressions carried out taking sex and types of community yielded statistically significant contributions of type of community, favoring refugee context, on letter naming and literacy learning only. Hence, further large-scale studies are suggested to validate the findings and draw curriculum, pedagogical, and teacher development implications.