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1.
Several studies have reported significant relationships between children’s season of birth and measures of their academic success (i.e., the ‘season of birth effect’). Whereas most of these studies were cross‐sectional, the current study uses growth curve modelling to analyse longitudinal data on 3,187 children in Flemish primary education. The results indicate season of birth effects on both grade retention and mathematics achievement during the first two years of primary school. Because the Flemish cut‐off date is 31 December, children born in the fourth quarter (October‐November‐December) invariably are among the youngest in their grade age group. Almost 20% of these children were found to have been retained or referred to special education by the end of Grade 2, whereas for children born in the first quarter (January‐February‐March), this was only 6.34%. First quarter‐born children also showed moderately higher mathematics achievement at the start of first grade. During the next two school years, this achievement gap between children born in the first and the fourth quarter narrowed significantly. Finally, differentiated instruction was not found to be related to the decrease of the season of birth effect.  相似文献   

2.
An examination was made of the effects of length of infant schooling on academic performance when season of birth was held constant. The results indicate that the number of terms spent in the infant school affects the performance of summer‐born children, those having spent only six terms there doing worse than those having spent a longer period. Analysis by social class and school type, whether streamed or not, revealed the same tendency. It is suggested that the poorer performance of summer‐born children with the least school experience is unlikely to be purely due to their short infant schooling. It is more probably due to other associated factors, such as the age position effect, streaming, and the effects of teacher expectation and lower motivation, which operate throughout the junior school.  相似文献   

3.
It was hypothesized that children who enter school at a relatively early age do less well on standard measures of school achievement than do their older peers. One hundred fifty-two children born in 1970 and attending grades one through six in an upper-middle-class, suburban school district were studied. In general, it was found that children born in the later quarters of the year did, in fact, perform less well than children in the same grade born earlier through grades one to four. Analyses of covariance yielded a main effect for birth quartile (p < .05) in most cases. A significant main effect for sex was found for language scores at grades two and three. Implications of these findings for age of school entry, educational programming, and screening procedures are discussed.  相似文献   

4.
Specific learning disability (SLD) identification procedures vary across states (Maki et al., 2015, School Psychol Quart, 30, 457–469); however, the extent to which SLD identification methods are implemented at the district level is not well understood. Moreover, the high‐stakes nature of SLD identification necessitates extensive training, but research regarding graduate and postgraduate training in SLD is limited. This study examined school psychologists’ SLD training and practices through survey methodology. Results showed that a growing number of school psychologists use, prefer, and receive training in response to intervention and pattern of strengths and weaknesses to identify students with SLD while the use of and preference for ability–achievement discrepancy may be decreasing. However, nearly one‐third of school psychologists still reported the use of ability–achievement discrepancy. In addition, over half of school psychologists reported using state department of education guidance documents to inform their SLD identification practices. Implications for training and practice are discussed.  相似文献   

5.
What causes the literacy gap and can schools compensate for it? The authors investigated 3 drivers of the gap: preliteracy knowledge, schooling, and the summer vacation. Longitudinal literacy data over 5 time points were collected on 126 five-year-olds attending higher or lower socioeconomic status (SES) schools during their first 15 months of school. There were several noteworthy findings: (a) gaps in preliteracy knowledge at school entry favor higher SES schools, (b) preliteracy knowledge predicted later progress over and above SES and gender, (c) during the school year there was a widening of the gap between higher SES schools and lower SES schools in reading and spelling skills, and (d) children attending lower SES schools exhibited losses during summer whereas children attending higher SES schools nearly always gained. Contrary to previous studies, the present results indicated that when there are concentrations of children from higher and lower SES in schools located in the children's respective SES areas, the achievement gap widens.  相似文献   

6.
This paper examines the effects of sibship composition and birth order on the school enrolment and educational attainment of children, using data from the Vietnam Population and Housing Census 2009. Utilizing an instrumental variable estimation method to address the endogeneity of sibship size, we find that it has a significant, negative effect on child education. Examining the impact of sibling sex composition, we find that having an additional boy lowers children’s average educational attainment for both girls and boys. We establish that birth order has a significant, negative effect on child educational attainment, although that effect seems to vanish with the youngest sibling. Our findings have several policy implications. First, the negative effect of sibship size on education implies that Vietnam’s lower fertility rate, the result of family planning policy during the 1990s and 2000s, may contribute to its remarkable educational achievements. Second, we find that birth order and sibling sex composition are more important than sibship size in children’s educational outcomes. As parents disproportionately allocate more resources for boys and earlier born children, government-targeted programs should tackle those issues to provide equal school opportunities for all children.  相似文献   

7.
There is an established body of evidence indicating that a pupil's relative age within their school year cohort is associated with academic attainment throughout compulsory education. In England, autumn‐born pupils consistently attain at higher levels than summer‐born pupils. Analysis here investigates a possible channel of this relative age effect: ability grouping in early primary school. Relatively younger children tend more often to be placed in the lowest in‐class ability groups, and relatively older children in the highest group. In addition, teacher perceptions of pupils' ability and attainment are associated with the child's birth month: older children are more likely to be judged above average by their teachers. Using 2008 data for 5481 English seven‐year‐old pupils and their teachers from the Millennium Cohort Study, this research uses linear regression modelling to explore whether birth month gradation in teacher perceptions of pupils is more pronounced when pupils are in‐class ability grouped than when they are not. It finds an amplification of the already disproportionate tendency of teachers to judge autumn‐born children as more able when grouping takes place. The autumn–summer difference in teacher judgements is significantly more pronounced among in‐class ability grouped pupils than among non‐grouped pupils. Given evidence that teacher perceptions and expectations can influence children's trajectories, this supports the hypothesis that in‐class ability grouping in early primary school may be instrumental in creating the relative age effect.  相似文献   

8.
As the foreign‐born population in the United States grows, the achievement of immigrant children is a pressing concern. We examined family educational involvement in early elementary school as a potential source of support for the academic success of children in immigrant families. Using a nationally representative sample, we examined rates of educational involvement at first and third grade, as well as associations between involvement and math and reading achievement at these times. With regard to rates, the domain of greatest difference between U.S.‐born White parents and both U.S.‐born and immigrant parents of color (Asian, Black, and Latino) was for school‐based involvement. In addition, several variations in the associations between involvement and child achievement were evident across immigrant and race/ethnicity groups, with children in U.S.‐born White, Black, and Asian families as well as children in Latino immigrant families most consistently demonstrating positive associations between family educational involvement and achievement.  相似文献   

9.
ABSTRACT

The aim was to investigate the effects of school mobility on achievement in compulsory school in Sweden for children in out-of-home care (OHC) and not in OHC (NOHC). Register data on background variables from four birth cohorts in the cohort-sequential longitudinal project ETF was relied upon, along with student performance on a test of cognitive ability, and school grades according to the leaving certificate. Yearly data concerning school mobility also was available. Results showed that relocation was associated with lower grades for both the OHC and the NOHC groups. The mean effect of one school relocation was 5 percentiles lower grades, but the effect of relocation was twice as large at the end of compulsory school. Given a higher frequency of relocation for children in OHC, they were more negatively affected. School mobility thus is one of several factors which contribute to the poor school achievement of children in OHC.  相似文献   

10.
A broad consensus has been achieved regarding the importance of early primary and secondary interventions for children in academic domains for the purposes of improving overall academic competencies and preventing low achievement that often leads to a diagnosis of specific learning disability (SLD) and long-term special education placement. The characteristics of effective prevention programs generally are well established. The degree to which these programs prevent SLD is uncertain, and the subsequent procedures for determining SLD eligibility are very much at issue. Issues are discussed regarding what should be done about SLD identification after primary and secondary intervention efforts are proven inadequate for individual children.  相似文献   

11.
This research note reports an investigation into the relationship between date of birth and early performance at school and especially into whether there were more ‘poor achievers’ born during the summer months than in other months. A sample of ‘poor achievers’ was compared with a number of ‘average’ pupils, all selected on the basis of teacher reports. Contrary to previous research evidence, there was not a significantly greater number of poor‐achieving children born between May and August. The influence of one starting date for school entrance is discussed and implications for other school systems are raised.  相似文献   

12.
The aim of the present study was to test the hypotheses that parents’ academic expectations, their perception of children’s cognitive ability, and their degree of involvement at home and school would predict children’s academic achievement, and that there would be important differences in this achievement as a consequence of differences in culture. A sample of 158 parents of students from three primary schools (two Chinese and one of Anglo‐Celtic origin) in Hong Kong participated in this study. The three groups of parents differed in terms of both culture and socio‐economic status. Parents completed a questionnaire about their perceptions of their children’s memory ability, their involvement in their children’s activities, and expected and satisfactory scores for their children’s achievement in mathematics and language. Unstandardised achievement scores in mathematics and language were obtained from school records. Parents’ expected scores in these two subjects were found to be the consistent predictors of achievement for all children. Parental belief in children’s episodic memory and involvement at school were predictors of language achievement in one school.  相似文献   

13.
Objective. This study examines the relation between the caregiving practices of teenage mothers and the academic performances of their children in first grade. Design. The teenage mothers were involved in a family support program, and data were collected on the sample for 7 years (the prenatal period through first grade). The sample included 89 children who participated in the first-grade follow-up and who resided with their biological mothers. Children's school performance was assessed with an achievement test in the fall semester of first grade and with teachers' ratings of academic performance at the end of the spring semester. Caregiving practices were assessed by both the research team and the family advocates who worked with the young mothers during the 5-year family support program; mothers also reported on home support for academic achievement during the first-grade interview. Results. Measures of home environment, advocates' ratings of parenting, and mothers' self-report of support for achievement were positively correlated with children's achievement in first grade. Conclusions. Results from multiple regression analyses were consistent with the view that differences in parenting prior to school entry and in maternal support for achievement once the child enters school are predictive of individual differences in first-grade achievement among children born to low-income adolescent mothers.  相似文献   

14.
Recent decades have witnessed dramatically improved survival rates for infants born prematurely, especially those born very and extremely preterm. Follow-up studies concerned with long-term neurodevelopmental outcomes for children born preterm indicate that these children are at high risk for a range of cognitive, learning, neuromotor, and behavioral difficulties. However, to date, most of the existing literature has tended to focus on the medical and developmental impact of preterm birth, with little consideration given to the educational implications. Addressing this research gap is important since cognitive and educational difficulties represent the most commonly occurring cluster of adverse outcomes affecting children born very or extremely preterm, with up to two thirds likely to require educational assistance during their school years. The goal of this review is to provide an overview of existing research findings relating to the educational needs of school-age preterm children. Methodological issues that need to be addressed in future outcome research relating to the developmental and educational needs of very preterm children are also highlighted. Finally, implications of existing findings for educational psychologists, counselors, teachers, and teacher educators are discussed in terms of the roles of society, education systems, schools, and teachers.  相似文献   

15.
A person-centered approach was used to explore the mediating role of self-regulation between learner typology at age 8 and academic achievement at age 14while controlling for domain-specific achievement in a longitudinal sample of 113 children born to adolescent mothers. Children were classified into one of 5 learner typologies at age 8based on interactive patterns of intellectual, achievement, and adaptive abilities. Typology classification explained significant variance in both reading and mathematics achievement at age 14. A bootstrapping approach confirmed that self-regulation mediated the relationship between typology and reading and mathematical achievement for children from all typologies except those classified as Cognitively and Adaptively Challenged. Implications of person-centered approaches for understanding processes involved with achievement are discussed.  相似文献   

16.
ABSTRACT

Researchers have found that summer reading loss contributes to the reading achievement gap between low and high socioeconomic (SES) children. This study aimed to examine the effectiveness of a 3-week summer intervention in addressing this slide for 36 low SES children compared with another 36 children in a matched control group from one New Zealand school. The program involved one-to-one tutoring with explicit phonics instruction, high-frequency word-reading practice and application of these skills in reading age-appropriate texts. Results showed that although the mean reading comprehension slide was 5.8 months for both groups, the summer school group had higher word reading scores than the control group. The summer school participants showed improvements in phonological recoding ability, word reading, spelling and passage reading accuracy. These were not sufficient to stop the reading comprehension slide, but the program did make inroads. With further emphasis on comprehension strategies, the achievement gap may narrow.  相似文献   

17.
The purpose of this study was to ascertain whether children with summer birthdates, or the youngest children within their respective grades, comprised a larger portion of an annual elementary‐age special education referral population than would be expected by chance. The 1,222 referrals from grades K‐5 of a Southeastern school district were classified according to three seasons of birth (months 6‐9, 10‐1, and 2‐5), three age groups (ages 5‐7, 8‐9, and 10 and up), and gender. Expected numbers of referrals for each season of birth were computed based on the numbers of children within the respective groups for the overall elementary‐age school population of 16,379. Independent chi‐square analyses revealed differences at the <.0001 level of significance between the expected and obtained numbers of referrals for both the 5‐ to 7‐year‐old children overall and the 5‐ to 7‐year‐old boys, and at the .0011 level of significance for 5‐ to 7‐year‐old girls. No significant differences between the expected and obtained numbers of referrals were found for the two older groups. Alternative means for providing educational services for the younger, at‐risk primary‐age student population were discussed. © 2000 John Wiley & Sons, Inc.  相似文献   

18.
Ann Lewis 《教育心理学》1993,13(2):133-145
This paper reports two studies in which non‐handicapped (NH) children (7‐ and 11‐year‐olds) were interviewed about their understanding of severe learning difficulties (SLD). The NH children, 19 7‐year‐olds and 32 11‐year‐olds, had been involved in a year of fortnightly or weekly (respectively) link sessions with children with SLD. The NH children's understanding of SLD can be interpreted in terms of three conceptual changes, identified by Katz (1982) and Aboud (1988), occurring during the primary school years. These changes are: a shift in focus from concrete to abstract characteristics of children with SLD; increasing recognition of intra‐SLD group differences and inter (mainstream‐SLD) group similarities; and acknowledgement of the irrevocability of the key cues of SLD. These changes are discussed in the broader context of the development of social cognition.  相似文献   

19.
The Black–White achievement gap in children’s reading and mathematics school performance from 4½ years of age through fifth grade was examined in a sample of 314 lower income American youth followed from birth. Differences in family, child care, and schooling experiences largely explained Black–White differences in achievement, and instructional quality was a stronger predictor for Black than White children. In addition, the achievement gap was detected as young as 3 years of age. Taken together, the findings suggest that reducing the Black–White achievement gap may require early intervention to reduce race gaps in home and school experiences during the infant and toddler years as well as during the preschool and school years.  相似文献   

20.
Concerns about the ability‐achievement discrepancy method for specific learning disability (SLD) determination led to alternative research‐based methods, such as failure to respond to intervention. Neither of these regulatory methods address the statutory SLD definition, which explicitly includes a deficit in basic psychological processes. Examining neuropsychological processing differences among typical children and children with math SLD, commonality analyses revealed that Differential Ability Scales – Second Edition (DAS‐II) predictors accounted for more achievement variance in typical children (46% to 58%) than in children with math SLD (33% to 50%), with substantial loss of predictive validity when General Conceptual Ability was used instead of subcomponent scores. Results suggest that differences in typical predictor‐outcome relationships may provide a foundation for developing specific cognitive and academic interventions for children with math SLD. © 2008 Wiley Periodicals, Inc.  相似文献   

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