[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-603106-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-603106-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","effect-of-nutrition-on-children-reading-ability-research-paper","EFFECT OF NUTRITION ON CHILDREN READING ABILITY - Research Paper","","Early nutrition supplementation’s effect on children’s reading ability was assessed through a study that tracked children in an early nutrition intervention and then administered a reading test to evaluate how well they read. School resource endowment was also examined using a fixed effect regression model, which discounted school resources as the main driver of reading performance variations. Results show that early nutrition supplementation explains differences in reading outcomes. Findings additionally indicate that access to libraries and reading textbooks supports acquisition of reading skills. Policy implications call for localizing reading curricula and using children’s nutrition to sustain reading gains.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/effect-of-nutrition-on-children-reading-ability-research-paper/603106/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/effect-of-nutrition-on-children-reading-ability-research-paper/603106.png","ImageObject",300,407,{"name":42,"@type":43},"MrHarris58","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"How was children’s reading ability measured in the study?","Question",{"text":62,"@type":63},"Children who participated in the early nutrition intervention were traced later to take a standardized reading test for Grade 2 reading level.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What did the study find about the role of early nutrition supplementation?",{"text":67,"@type":63},"Early nutrition supplementation was found to explain variations in children’s reading performance, indicating it has a meaningful effect on reading outcomes.",{"name":69,"@type":60,"acceptedAnswer":70},"Did school resources independently affect reading ability?",{"text":71,"@type":63},"School resources were assessed and, through fixed effect regression, were discounted as the lead effect driving variations in reading performance; however, accessibility to libraries and reading textbooks supported reading-skill acquisition.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},603106,1792926911,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},687212988360,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","EFFECT OF NUTRITION ON CHILDREN READING ABILITY  \nCHIKONDI MALETA  \nEDRINNIE ELIZABETH LORA-KAYAMBAZINTHU  \nPATRICK KAMBEWA  \nANTHONY CHIGEDA  \nThe University of Malawi, Malawi  \nABSTRACT  \nEarly nutrition supplementation’s effect on children’s reading ability was assessed during the conduct of the study. The study methodology followed children who participated in an early nutrition supplementation intervention and conducted a reading test to measure how well the children read. The effect of school resource endowment on student reading ability was assessed. School resources as a lead effect on variations in reading performance through a fixed effect regression model was discounted and confirmed that early nutrition supplementation explains variations in reading performance. However, it was found that school resources accessibility on factors such as library availability and access to reading textbooks post classroom lessons to children complements the acquisition of reading skills in children. The policy implication from the findings calls for the domestication of reading curricula and leveraging the children’s nutrition to sustain reading gains.  \nINTRODUCTION  \nChildrens’ nutrition intensity levels below five years and their ability to learn to read was examined in this study. The nutrition levels were identified through the children’s access to food supplements in their first 36 months after their birth. The nutrition levels were grouped as below:  \ni) Group A: This group involved children who received a delayed Supplementation treatment. The treatment was introduced 18 months after birth. The treatment that the participating children received included counselling sessions for the mothers on complementary feeding, with the goal of ensuring that each parent of the participating children was providing complementary foods as their child grew. In addition, the participating children in this group received Vitamin A every six months until they were 36 months old. Furthermore, the participating children received, through their mothers, one (1) kilogram (kg) of maize and soy flour every two weeks, equivalent to approximately 71 grams (g) per day. These participating children received the intervention on nutrition supplementation between 18 and 30 months of age.  \nii) Group B: In this group, the participating children received a standard fortified spread. They were also given milk powder as a source of protein. In addition, the participating parents also received guidance on food preparation and complementary feeding of their young children, as well as the continuation of these practices following the nutrition intervention. Additionally, the children were given Vitamin A every six (6) months. In addition, the children in this group received 750 grams of fortified peanut spread each for two (2) weeks, which translated into fifty-four (54) grams of the spread per day. The duration of these interventions for the participating children was 18 months. The children were introduced at six months.  \nEducational Planning | Summer 2023 49 Vol. 30, No. 3  \niii) Group C: The children in this group were given a modified fortified spread containing soy powder as the protein source. Parents or guardians of the children also received nutrition and complementary feeding guidance to sustain the practice of post-nutrition intervention. In addition, the children were given Vitamin A every six months. Each of the participating children were given 750 grams of fortified spread twice a month, translating into 54 grams of fortified spread per day, between 6 and 18 months.  \niv) Group D: The children in the fourth group were given Likuni Phala as a source of protein. In addition, the parents or guardians ofthe children were counselled on nutrition and food supplements in order to inculcate a nutrition culture regarding how they would support the feeding of the children following the nutrition intervention. In addition, the children received Vitamin A supp","cbCairkH0PDDP7P2","https://ap.wps.com/l/cbCairkH0PDDP7P2","pdf",203693,13,"English","# Abstract\n# Introduction\n## Nutrition intensity groups (A-D)\n## Reading assessment and follow-up\n## School and home factors","[{\"question\":\"How was children’s reading ability measured in the study?\",\"answer\":\"Children who participated in the early nutrition intervention were traced later to take a standardized reading test for Grade 2 reading level.\"},{\"question\":\"What did the study find about the role of early nutrition supplementation?\",\"answer\":\"Early nutrition supplementation was found to explain variations in children’s reading performance, indicating it has a meaningful effect on reading outcomes.\"},{\"question\":\"Did school resources independently affect reading ability?\",\"answer\":\"School resources were assessed and, through fixed effect regression, were discounted as the lead effect driving variations in reading performance; however, accessibility to libraries and reading textbooks supported reading-skill acquisition.\"}]","EFFECT OF NUTRITION ON CHILDREN READING ABILITY - Research Paper | PDF",1792095723,33]