Exploring the Associations Between Delayed School Entry and Achievement in Primary and Secondary School.
| Autor: | Larsen SA; University of New England., Little CW; University of New England., Coventry WL; University of New England. |
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| Jazyk: | angličtina |
| Zdroj: | Child development [Child Dev] 2021 Mar; Vol. 92 (2), pp. 774-792. Date of Electronic Publication: 2020 Aug 07. |
| DOI: | 10.1111/cdev.13440 |
| Abstrakt: | This research investigated whether delayed school entry was associated with higher achievement in national tests of reading and numeracy in Grades 3, 5, 7, and 9 (n = 2,823). Delayed entry was related to advantages in reading (0.14 SD) and numeracy (0.08 SD) at Grade 3, although little variance was explained (1%-2%). This slight advantage persisted for both domains in Grades 5 and 7, albeit with smaller effects. In Grade 9 there was no association between delayed entry and either reading or numeracy. Exploratory analyses with subsamples in each grade (n = 424-667) revealed no associations between delayed entry and achievement after controlling for inattention and hyperactivity, and negative associations between inattention and achievement in all grades in both domains (-0.33, -0.49 SD). (© 2020 Society for Research in Child Development.) |
| Databáze: | MEDLINE |
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