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Exploring the Associations Between Delayed School Entry and Achievement in Primary and Secondary School
Author(s) -
Larsen Sally A.,
Little Callie W.,
Coventry William L.
Publication year - 2020
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.13440
Subject(s) - numeracy , psychology , developmental psychology , reading (process) , association (psychology) , academic achievement , racial differences , primary education , literacy , mathematics education , ethnic group , psychotherapist , pedagogy , sociology , political science , anthropology , law
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 ).