Exploring the Associations Between Delayed School Entry and Achievement in Primary and Secondary School
| Autor: | Callie W. Little, Sally A. Larsen, William L. Coventry |
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| Rok vydání: | 2020 |
| Předmět: |
Male
Adolescent Twins Delayed entry School entry Attention span 050105 experimental psychology Education Developmental psychology Numeracy Developmental and Educational Psychology Humans Attention 0501 psychology and cognitive sciences Child Association (psychology) Psychomotor Agitation Academic Success Schools Age differences 4. Education 05 social sciences Age Factors Australia Mathematical Concepts Reading Attention Deficit Disorder with Hyperactivity Pediatrics Perinatology and Child Health Female Psychology Reading skills 050104 developmental & child psychology |
| Zdroj: | Child Development. 92:774-792 |
| ISSN: | 1467-8624 0009-3920 |
| DOI: | 10.1111/cdev.13440 |
| Popis: | 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). |
| Databáze: | OpenAIRE |
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