Exploring the Associations Between Delayed School Entry and Achievement in Primary and Secondary School | Zendy

Larsen Sally A. | Zendy; Little Callie W. | Zendy; Coventry William L. | Zendy

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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 , primary education , racial differences , literacy , mathematics education , ethnic group , pedagogy , sociology , political science , anthropology , law , psychotherapist

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 ).

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