Kaja Kinga Jasińska
Biographic Data
| ID | 5804253 |
|---|---|
| NAME | Kaja Kinga Jasińska |
| GIVEN NAMES | Kaja Kinga |
| FAMILY NAME | Jasińska |
| SIGNATURE | JASIŃSKA K K |
| AFFILIATIONS | Haskins Laboratories |
| ORCID | 0000-0002-8851-1627 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Educational resource use during Covid-19 school closures, child cocoa agricultural work, and learning outcomes in rural Côte d’Ivoire
Education is a protective factor against child labor; however, COVID-19 school closures threatened educational attainment and increased child labor. In this 2-year longitudinal study in rural Côte d’Ivoire, we investigated children’s (N = 955, M age = 10.45) learning outcomes, educational resource use, and agricultural work pre-, during, and post-COVID-19 school closures. The number of children participating in agricultural work increased during …
Cross‐Linguistic Transfer of Phonological Awareness and Reading Skills in Russian–Uzbek Bilingual Children
Background Bilingualism and biliteracy impact the development of phonological awareness and reading. However, existing research is Indo‐European‐centric, limiting our understanding of reading development in diverse linguistic environments. Method Addressing this gap, this study examined the relation between phonological awareness and reading in monolingual and bilingual/biliterate children in Uzbekistan, where both Uzbek and Russian are widely sp…
Refugee Displacement and Migration Impact Cross‐Linguistic Transfer Between Arabic and English: Insights From Syrian Refugees
The role of migration experiences on first language (L1) and second language (L2) literacy and cross‐linguistic transfer in refugee foreign language learners has recently received attention, but remains empirically underspecified. We investigated (1) migration‐related ecological predictors of L1 reading; (2) within‐ and across‐language predictors of reading; and (3) migration‐related ecological moderators of cross‐linguistic transfer from L1 phon…
Best practices for implementing equitable and just large-scale randomized trials in majority world countries
This article focuses on a widely used method in developmental and education research in majority world countries: large-scale impact evaluations and randomized controlled trials. We build on our experience implementing such programs in majority world countries, primarily in West Africa, and reflect on our experiences to propose a set of best practices in maintaining equity and justice in collaborations between majority and minority world countrie…
And then there are the realities of the field”: Teacher insights on the implementation of a targeted instruction program in rural Côte d’Ivoire
To better understand the implementation of a targeted instruction program in rural Côte d’Ivoire, we present qualitative insights from teachers ( N = 25). We interviewed teachers whose students' test scores did and did not improve (high and low change groups, respectively) after 2-years of program implementation. Our findings suggest teacher engagement with the program is related to student-level impacts; teachers with high student improvement ex…
Socioemotional well-being and literacy in Syrian refugee children: Long-term outcomes post-resettlement
Predictors of harsh discipline practices among rural households in Côte d'Ivoire
Harsh discipline is associated with adverse child outcomes across diverse contexts, but research is limited in sub–Saharan Africa. We assess the prevalence and identify predictors of harsh disciplinary practices at home in a sample of rural primary school-aged children in Côte d'Ivoire ( N = 1574). Hierarchical regression analyses were used to identify household and family characteristics associated with household harsh disciplinary practices. Ma…
Variability in the age of schooling contributes to the link between literacy and numeracy in Côte d'Ivoire
Literacy and numeracy are correlated throughout development, however, our understanding of this relation is limited. We explored the predictors of literacy and numeracy covariance (i.e., shared fluency between literacy and numeracy) in children (N = 1167, girls = 563) in rural Côte d'Ivoire, with specific focus on how developmental timing of instruction may relate to covariance. Many Ivorian children experience late enrollment and grade repetitio…
Effective bilingual education in Francophone West Africa: Constraints and possibilities
Bilingual education that incorporates a local language alongside the official language has become an increasingly common approach in sub-Saharan Africa for improving literacy rates and learning outcomes. Evidence suggests that bilingual instruction is largely associated with positive learning and literacy outcomes globally. However, the adoption of bilingual education does not guarantee positive learning outcomes. This paper reviews bilingual pro…
Impacts of Targeted Instruction with Mobile-Based Support on Teachers and Students in Rural Côte d’Ivoire
We report results from a school-randomized trial examining the impacts of a targeted-instruction program (“Teaching at the Right Level”) in Côte d’Ivoire implemented by teachers (N=167 schools, 303 teachers, 3,808 students). The program increased literacy and numeracy outcomes measured by learning levels (d=0.16 and 0.28) and had smaller marginally statistically significant impacts on functional literacy and numeracy skills (d=0.10 and 0.08). Imp…
Is a Phone‐Based Language and Literacy Assessment a Reliable and Valid Measure of Children's Reading Skills in Low‐Resource Settings
Technology‐based remote research methods are increasingly widespread, including learning assessments in child development and education research. However, little is known about whether technology‐based remote assessments remain as valid and reliable as in‐person assessments. We developed a low‐cost phone‐based language and literacy assessment for primary‐school children in low‐resource communities in rural Côte d'Ivoire using voice calls and SMS.…
Does Nonlinguistic Segmentation Predict Literacy in Second Language Education? Statistical Learning in Ivorian Primary Schools
Statistical learning is a learning mechanism that does not directly depend on knowledge of a language but predicts language and literacy outcomes for children and adults. Research linking statistical learning and literacy has not addressed a common educational context in primary schools worldwide: children who first learn to read in their second language (L2). Several studies have linked statistical learning with childhood literacy in Australia, …
Evaluating Bilingual Children’s Native Language Abilities in Côte d’Ivoire: Introducing the Ivorian Children’s Language Assessment Toolkit for Attié, Abidji, and Baoulé
Few standardized language assessments are adapted to different cultural and linguistic contexts to assess children’s first language (L1) abilities. We introduce the Ivorian Children’s Language Assessment Toolkit for measuring phonological awareness, vocabulary, oral comprehension, and tone awareness in the Abidji, Attié, and Baoulé languages of Côte d’Ivoire. Six hundred and three primary-school children (age 4–14) completed language assessments …
Learning to read in environments with high risk of illiteracy: The role of bilingualism and bilingual education in supporting reading
Is a Phone‐Based Language and Literacy Assessment a Reliable and Valid Measure of Children's Reading Skills in Low‐Resource Settings
Technology‐based remote research methods are increasingly widespread, including learning assessments in child development and education research. However, little is known about whether technology‐based remote assessments remain as valid and reliable as in‐person assessments. We developed a low‐cost phone‐based language and literacy assessment for primary‐school children in low‐resource communities in rural Côte d'Ivoire using voice calls and SMS.…
Does Nonlinguistic Segmentation Predict Literacy in Second Language Education? Statistical Learning in Ivorian Primary Schools
Statistical learning is a learning mechanism that does not directly depend on knowledge of a language but predicts language and literacy outcomes for children and adults. Research linking statistical learning and literacy has not addressed a common educational context in primary schools worldwide: children who first learn to read in their second language (L2). Several studies have linked statistical learning with childhood literacy in Australia, …
Evaluating Bilingual Children’s Native Language Abilities in Côte d’Ivoire: Introducing the Ivorian Children’s Language Assessment Toolkit for Attié, Abidji, and Baoulé
Few standardized language assessments are adapted to different cultural and linguistic contexts to assess children’s first language (L1) abilities. We introduce the Ivorian Children’s Language Assessment Toolkit for measuring phonological awareness, vocabulary, oral comprehension, and tone awareness in the Abidji, Attié, and Baoulé languages of Côte d’Ivoire. Six hundred and three primary-school children (age 4–14) completed language assessments …
Learning to read in environments with high risk of illiteracy: The role of bilingualism and bilingual education in supporting reading
Is a Phone‐Based Language and Literacy Assessment a Reliable and Valid Measure of Children's Reading Skills in Low‐Resource Settings
Technology‐based remote research methods are increasingly widespread, including learning assessments in child development and education research. However, little is known about whether technology‐based remote assessments remain as valid and reliable as in‐person assessments. We developed a low‐cost phone‐based language and literacy assessment for primary‐school children in low‐resource communities in rural Côte d'Ivoire using voice calls and SMS.…
Does Nonlinguistic Segmentation Predict Literacy in Second Language Education? Statistical Learning in Ivorian Primary Schools
Statistical learning is a learning mechanism that does not directly depend on knowledge of a language but predicts language and literacy outcomes for children and adults. Research linking statistical learning and literacy has not addressed a common educational context in primary schools worldwide: children who first learn to read in their second language (L2). Several studies have linked statistical learning with childhood literacy in Australia, …
Variability in the age of schooling contributes to the link between literacy and numeracy in Côte d'Ivoire
Literacy and numeracy are correlated throughout development, however, our understanding of this relation is limited. We explored the predictors of literacy and numeracy covariance (i.e., shared fluency between literacy and numeracy) in children (N = 1167, girls = 563) in rural Côte d'Ivoire, with specific focus on how developmental timing of instruction may relate to covariance. Many Ivorian children experience late enrollment and grade repetitio…
Effective bilingual education in Francophone West Africa: Constraints and possibilities
Bilingual education that incorporates a local language alongside the official language has become an increasingly common approach in sub-Saharan Africa for improving literacy rates and learning outcomes. Evidence suggests that bilingual instruction is largely associated with positive learning and literacy outcomes globally. However, the adoption of bilingual education does not guarantee positive learning outcomes. This paper reviews bilingual pro…
Impacts of Targeted Instruction with Mobile-Based Support on Teachers and Students in Rural Côte d’Ivoire
We report results from a school-randomized trial examining the impacts of a targeted-instruction program (“Teaching at the Right Level”) in Côte d’Ivoire implemented by teachers (N=167 schools, 303 teachers, 3,808 students). The program increased literacy and numeracy outcomes measured by learning levels (d=0.16 and 0.28) and had smaller marginally statistically significant impacts on functional literacy and numeracy skills (d=0.10 and 0.08). Imp…
And then there are the realities of the field”: Teacher insights on the implementation of a targeted instruction program in rural Côte d’Ivoire
To better understand the implementation of a targeted instruction program in rural Côte d’Ivoire, we present qualitative insights from teachers ( N = 25). We interviewed teachers whose students' test scores did and did not improve (high and low change groups, respectively) after 2-years of program implementation. Our findings suggest teacher engagement with the program is related to student-level impacts; teachers with high student improvement ex…
Socioemotional well-being and literacy in Syrian refugee children: Long-term outcomes post-resettlement
Predictors of harsh discipline practices among rural households in Côte d'Ivoire
Harsh discipline is associated with adverse child outcomes across diverse contexts, but research is limited in sub–Saharan Africa. We assess the prevalence and identify predictors of harsh disciplinary practices at home in a sample of rural primary school-aged children in Côte d'Ivoire ( N = 1574). Hierarchical regression analyses were used to identify household and family characteristics associated with household harsh disciplinary practices. Ma…
Educational resource use during Covid-19 school closures, child cocoa agricultural work, and learning outcomes in rural Côte d’Ivoire
Education is a protective factor against child labor; however, COVID-19 school closures threatened educational attainment and increased child labor. In this 2-year longitudinal study in rural Côte d’Ivoire, we investigated children’s (N = 955, M age = 10.45) learning outcomes, educational resource use, and agricultural work pre-, during, and post-COVID-19 school closures. The number of children participating in agricultural work increased during …
Cross‐Linguistic Transfer of Phonological Awareness and Reading Skills in Russian–Uzbek Bilingual Children
Background Bilingualism and biliteracy impact the development of phonological awareness and reading. However, existing research is Indo‐European‐centric, limiting our understanding of reading development in diverse linguistic environments. Method Addressing this gap, this study examined the relation between phonological awareness and reading in monolingual and bilingual/biliterate children in Uzbekistan, where both Uzbek and Russian are widely sp…
Refugee Displacement and Migration Impact Cross‐Linguistic Transfer Between Arabic and English: Insights From Syrian Refugees
The role of migration experiences on first language (L1) and second language (L2) literacy and cross‐linguistic transfer in refugee foreign language learners has recently received attention, but remains empirically underspecified. We investigated (1) migration‐related ecological predictors of L1 reading; (2) within‐ and across‐language predictors of reading; and (3) migration‐related ecological moderators of cross‐linguistic transfer from L1 phon…
Best practices for implementing equitable and just large-scale randomized trials in majority world countries
This article focuses on a widely used method in developmental and education research in majority world countries: large-scale impact evaluations and randomized controlled trials. We build on our experience implementing such programs in majority world countries, primarily in West Africa, and reflect on our experiences to propose a set of best practices in maintaining equity and justice in collaborations between majority and minority world countrie…
Psychology (11 works) · Literacy (8 works) · Linguistics (7 works) · Reading and Literacy Development (7 works) · Developmental psychology (6 works) · Pedagogy (6 works) · Mathematics education (5 works) · Political science (4 works) · Reading (process) (4 works) · Context (archaeology) (3 works)