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

摘要: 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 differences, failure to take background variables into account, confusion levels degree learning. Using a pre-post design, growth examined younger graders, older kindergarteners. Comparisons information these groups children who either held out prior or retained an extra year kindergarten, produced minimal differences. Results revealed that graders made as much progress over the school did far more than Overall, findings demonstrated that, itself, not good predictor learning academic risk.