Exploring the Associations Between Delayed School Entry and Achievement in Primary and Secondary School.
Child Dev
; 92(2): 774-792, 2021 03.
Article
em En
| MEDLINE
| ID: mdl-32767760
ABSTRACT
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).
Texto completo:
1
Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Leitura
/
Instituições Acadêmicas
/
Gêmeos
/
Conceitos Matemáticos
/
Sucesso Acadêmico
Tipo de estudo:
Risk_factors_studies
Limite:
Adolescent
/
Child
/
Female
/
Humans
/
Male
País/Região como assunto:
Oceania
Idioma:
En
Revista:
Child Dev
Ano de publicação:
2021
Tipo de documento:
Article