Exploring the Associations Between Delayed School Entry and Achievement in Primary and Secondary School. Issue 2 (7th August 2020)

• Record Type: Journal Article
• Authors: Larsen, Sally A.; Little, Callie W.; Coventry, William L.
• Is Part Of: Child development. Volume 92:Issue 2(2021)
• Page Start: 774
• Page End: 792
• Publication Date: 2020-08-07
• Subjects: Child development -- Periodicals; Child psychology -- Periodicals; Child Development -- Periodicals; Child Development; Pediatrics -- Periodicals; Pedicatrics; 305.231
• DOI: 10.1111/cdev.13440
• Languages: English
• ISSNs: 0009-3920

Abstract

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 ).