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Nature-nurture in the classroom: entrance age, school readiness, and learning in children.

Authors
  • Morrison, F J
  • Griffith, E M
  • Alberts, D M
Type
Published Article
Journal
Developmental psychology
Publication Date
Mar 01, 1997
Volume
33
Issue
2
Pages
254–262
Identifiers
PMID: 9147834
Source
Medline
License
Unknown

Abstract

The impact of entrance age on reading and mathematics achievement in 1st grade was examined. Methodological problems with past research were identified, including small size of achievement differences, failure to take background variables into account, and confusion of achievement levels with degree of learning. Using a pre-post design, growth of reading and mathematics was examined in younger 1st graders, older 1st graders, and older kindergarteners. Comparisons of background information on these groups with children who were either held out prior to or retained an extra year in kindergarten, produced minimal background differences. Results revealed that younger 1st graders made as much progress over the school year as did older 1st graders and made far more progress than older kindergarteners. Overall, findings demonstrated that, in itself, entrance age was not a good predictor of learning or academic risk.

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