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A E Cunningham

Publications and source records attributed to A E Cunningham.

11 recordsLinked to original sources

Looking for change in response to the AIDS epidemic: trends in AIDS knowledge and sexual behavior in Zambia, 1990 through 1998.

This study investigates trends in AIDS knowledge and sexual behavior among men and women in urban Lusaka 1990 to 1998, and in all of Zambia, 1992 to 1998. Using data from representative surveys of urban Lusaka and of the country as a whole, population proportions were estimated to examine trends in knowledge and sexual risk behaviors. Differences in the estimated proportions between 1990 and 1998 were tested in Lusaka. In all Zambia, tests of difference were conducted between the earliest and latest years for which data were available for each indicator. A decline in premarital sexual activity was observed in urban Lusaka. In 1990, 50% of never married women reported no sexual experience, compared with 60% in 1998 (p =. 003); among men, the figures were 38% and 53%, respectively (p <. 001). Fewer women (1990, 8%; 1998, 2%; p <.001) and men (1990, 31%; 1998, 19%; p =.07) had extramarital partners. The bulk of change observed in urban Lusaka took place from 1990 to 1996; the changes in men's behavior observed between 1996 and 1998 were also observed in the national estimates for those years. National figures for other indicators from 1992 to 1998 were less encouraging. Apart from an increase in having ever used condoms, no change in women's sexual behavior was observed. Fewer men had premarital sex from 1996 to 1998 (1996, 64%; 1998, 46%; p <.001), but condom use with nonregular partners decreased among men (1996, 38%; 1998, 29%; p =.02). Prevention campaigns focused on education about AIDS and promoting safer sexual behavior appear to have made a difference in the early 1990s in Zambia. Findings from more recent years indicate that further change has stagnated. Renewed efforts are needed, particularly targeting condom use with nonregular partners.

Acquired Immunodeficiency Syndrome↗

Early reading acquisition and its relation to reading experience and ability 10 years later.

A group of 1st-graders who were administered a battery of reading tasks in a previous study were followed up as 11th graders. Ten years later, they were administered measures of exposure to print, reading comprehension, vocabulary, and general knowledge. First-grade reading ability was a strong predictor of all of the 11th-grade outcomes and remained so even when measures of cognitive ability were partialed out. First-grade reading ability (as well as 3rd- and 5th-grade ability) was reliably linked to exposure to print, as assessed in the 11th grade, even after 11th-grade reading comprehension ability was partialed out, indicating that the rapid acquisition of reading ability might well help develop the lifetime habit of reading, irrespective of the ultimate level of reading comprehension ability that the individual attains. Finally, individual differences in exposure to print were found to predict differences in the growth in reading comprehension ability throughout the elementary grades and thereafter.

Adolescent↗

Studying the consequences of literacy within a literate society: the cognitive correlates of print exposure.

Most studies of the cognitive consequences of literacy have attempted to compare the performance of literate individuals with that of illiterate individuals. We argue that it is not absolutely necessary to examine illiterates in order to study the cognitive consequences of reading experience because there is enormous variation in exposure to print even within a generally literate society. In the present study, we tested several methods of assessing differential exposure to print and demonstrated that all have significant correlations with measures of vocabulary, cultural knowledge, spelling ability, and verbal fluency. Several indicators of print exposure predicted variance in these knowledge domains even when general ability and reading-comprehension skill were statistically controlled. Our results, although correlational, suggest that print exposure is an independent contributor to the development of certain verbal skills.

Educational Status↗